互动型,基于案例的儿科胃肠病学和营养课程对一般儿科居民能力和知识保留能力的影响
Katayoun Eslami1, Lina M Diaz Calderon1, Vandana R Racherla2
1Assistant Professor, Division of Pediatric Gastroenterology, Hepatology, and Nutrition, Department of Pediatrics, University of Maryland School of Medicine.
MedEdPORTAL : the journal of teaching and learning resources
|February 16, 2026
概括
一个新的基于案例的课程改善了儿科住院医生在营养和胃肠道学方面的知识. 这个交互式模块增强了儿科营养管理中的即时学习和长期知识保留.
科学领域:
- 儿科胃肠病学 儿科胃肠病学
- 医学教育 医学教育
- 营养科学 营养科学
背景情况:
- 营养管理对于儿科健康和疾病预防至关重要.
- 儿科实习生经常报告营养管理方面的知识不足.
- 解决这些知识差距对于改善临床结果至关重要.
研究的目的:
- 为儿科住院医生设计和实施一个互动的,基于案例的课程.
- 增强对关键儿科胃肠病学和营养主题的知识获取和保留.
- 为了使教育内容与美国儿科委员会考试内容概要保持一致.
主要方法:
- 课程的制定遵循了Kern模型,由儿科住院医生的需求评估提供信息.
- 创建了八个15分钟的基于案例的模块,涵盖了高收益主题.
- 每周提供模块,进行前/后评估,并进行9个月的随访,以评估知识保留.
主要成果:
- 57名居民参与,平均每模块完成32次对对评估.
- 在8个模块中的7个模块中 (平均增加20%),观察到显著的会议后知识得分改善 (p < .05).
- 在8个模块中的7个模块中,在会议后和9个月后的随访期间,没有发现得分的显著下降,这表明知识的持续保留.
结论:
- 一个简短的,互动的,基于案例的课程有效地改善了儿童胃肠病学和营养学的知识获取.
- 开发的模块有助于一般儿科实习生长期保留知识.
- 这种教育方法适用于学术初级保健机构,以解决关键的知识差距.
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