医学学生学习技术手势:开发和贡献与视频相关的书面程序文档
Ines Kammoun1, Sonia Mazigh2, Marwa Chiboub1
1Department of Endocrinology B, National Institute of Nutrition and Food Technology Zouhair Kallel, Tunis, Tunisia. Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, Tunisia.
La Tunisie medicale
|March 15, 2026
概括
与单独指导教学相比,程序性文件 (PD) 和视频并没有显著改善学生在内分泌学程序中的学习. 低使用率和小样本大小可能影响了结果.
科学领域:
- 医疗教育 医学教育
- 内分泌学培训 培训 内分泌学培训
- 程序技能发展程序技能发展
背景情况:
- 有效的程序学习在医学教育中至关重要.
- 制定标准化的程序文件 (PD) 和视觉辅助工具可以支持技能获取.
- 评估这些工具对学生学习成果的影响至关重要.
研究的目的:
- 为三个关键的内分泌学程序创建程序文件.
- 评估自学工具 (PD和视频) 与程序学习中的指导教学 (GT) 的有效性.
- 为了比较学生的满意度与不同的教学方法.
主要方法:
- 一项前性随机对照研究,涉及89名学生.
- 干预组与GT一起接受PD和视频;对照组仅接受GT,PD/视频进行后评估.
- 评估的程序包括甲状腺检查,血压和腰围测量.
主要成果:
- 对于任何程序,组之间的评估分数没有显著差异.
- 学生对PD和视频的使用率在各组之间是可比的.
- 对于教学工具和GT的学生满意度得分很高,在各组之间相似.
结论:
- 该研究发现,干预组和对照组之间的程序学习没有显著差异.
- 教育工具的咨询率低,样本规模小可能限制了检测显著差异的能力.
- 需要进一步研究更大的样本规模和更高的参与度,以确认PD和视频的实用性.
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