牙科学生对远程学习态度的评估:横断面研究

A. Berezhna, Anastasiia O. Liubchenko, Marharyta S. Medvedieva
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引用次数: 0

摘要

介绍。长期以来,在医学教育中引入远程学习是否合适的问题一直存在争议。然而,2019冠状病毒病大流行影响了生活的方方面面。医科大学被迫引进远程教学。目的。为进一步提高新冠肺炎疫情期间医科大学牙科专业学生远程教育的质量,评估其对远程教育的态度。材料和方法。2021年10月至11月,在哈尔科夫医科大学对学生对远程学习的态度及其有效性进行了一项横断面流行病学研究。牙科专业的学生被邀请参加一项使用谷歌表格服务创建的在线调查。参与调查是匿名、自愿和免费的。所有参与者都被告知研究的目的和目标。共有202人接受了调查。受访者平均年龄为19.3±1.8岁。采用描述性统计方法进行统计分析。两样本在定性特征上差异的显著性采用学生t检验。显著性水平为5%。统计数据处理采用Microsoft Office 2016软件包。大多数受访者(38.6%,n = 78)表示,远程学习相当有效,但不如传统的大学入学率有效。20.3% (n = 41)和7.9% (n = 16)的牙科学生认为远程学习无效和低效。在支持远程实践课形式的受访者中(47.5%,n = 96),大多数是I-III年级的学生(67.7%,n = 65;t检验= 5.25,p < 0.05)。对二、五年级学生和实习生(共170人)提供的关于教育实践部分的答案进行分析后发现:53.5%的受访者(n = 91)表示,他们获得的实践技能比以前少。99名受访者(58.2%)表示,由于远程学习的引入,他们缺乏实践技能,因此未来这可能会影响他们作为专业人员和医疗保健服务的质量。几乎三分之一的答复者(34.1%,n = 58)认为医科大学不提供适当的实用技能,因此需要医科大学以外的实际经验。绝大多数受访者(71.2%,n = 121)表示,在牙科诊所工作比在医科大学的模拟课堂上尝试牙科手术的机会更多。相当多的牙科学生表示对远程学习的忠诚,但他们抱怨缺乏实用技能。引入混合和混合形式的教育将解决获得实际医疗能力的问题,这对高等牙科教育是有希望的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ASSESSMENT OF DENTAL STUDENTS’ ATTITUDE TO DISTANCE LEARNING: CROSS-SECTIONAL STUDY
Introduction. For a long time, the question of the expediency of introducing distance learning in the medical education remained debatable. However, the pandemic of COVID-19 has affected all sides of life. Medical universities were forced to introduce distance learning. Purpose. To assess dental students’ attitude to distance learning in order to further improve the quality of educational process at the Medical University during the COVID-19 pandemic. Materials and methods. In October-November, 2021, a cross-sectional epidemiological study on the attitude of students to distance learning and their evaluation of its effectiveness was conducted in Medical University in Kharkiv. Dental students were invited to take part in an online survey created using the Google Forms service. Participation in the survey was anonymous, voluntary and free. All participants were informed about the purpose and objectives of the study. A total of 202 people were surveyed. The average age of the respondents was 19.3 ± 1.8 years. Methods of descriptive statistics were used for statistical analysis. The significance of difference between the two samples on qualitative characteristics was assessed using Student's t-test. The level of significance was 5%. Statistical data processing was performed using the Microsoft Office 2016 software package. Results. The majority of respondents (38.6%, n = 78) indicated that distance learning is quite effective, but less effective than traditional university attendance. 20.3% (n = 41) and 7.9% (n = 16) of dental students rated ineffective and inefficient distance learning, respectively. Among those who supported the distance form of practical classes (47.5%, n = 96), the majority of respondents were students of the I–III year (67.7%, n = 65; t-test = 5.25, p < 0.05). The analysis of the answers provided by students of the II–V year and interns (in general 170 people) on the practical component of education revealed the following: 53.5% of respondents (n = 91) stated that they gained less practical skills than earlier. Ninety-nine respondents (58.2%) stated that due to the introduction of distance learning they got to lack practical skills, so in the future this could affect them as professionals and the quality of their healthcare service. Almost a third of respondents (34.1%, n = 58) assumed that medical university did not provide proper practical skills, so practical experience would be needed outside the medical university. The vast majority of respondents (71.2%, n = 121) said that there were more opportunities to try dental procedures at work in a dental office than in a phantom class at the medical university. Conclusions. A significant number of dental students indicated loyalty to distance learning, but they complained about the lack of practical skills. The introduction of mixed and hybrid forms of education that will solve the problem of obtaining practical medical competencies is promising for higher dental education.
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