教职员工和学生从面对面教学过渡到混合式教学的临床经验

M. Nasseripour, Ana Angelova Volponi, Susha Rajadurai, Jonathan Turner, Muna Dahir Hassan, Anitha Bartlett, J. S. San Diego
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引用次数: 0

摘要

本文介绍了在 COVID-19 大流行期间,伦敦国王学院牙科、口腔和颅面科学学院(FoDOCS)的一组临床教师和牙科本科生就 2020 年 6 月起恢复的远程、在线和面对面相结合的教学方法的使用所进行的一项研究的一些经验教训。在叙事研究中,参与者分享了他们在大流行期间和之前提供在线临床研讨会的经验,以及他们以前在网上提供面对面课程的经验。我们通过视频会议与参与者进行了远程访谈,并对访谈进行了录音、转录和主题分析。叙事性叙述揭示了分为七个主题的共同点,突出了大流行期间遇到的一些挑战,并为在大流行等紧急情况下利用各种授课模式解决不同的课程限制和问题提供了启示。在研究中,我们得出结论认为,将临床学习与临床治疗课程分离开来,让学生和教师先关注教学意图和内容,然后再将其应用于患者。在整个课程中,学生和教师都面临着缺乏参与感的挑战。此外,重要的是要检查学生和教师都强调的在线疲劳,并找出改善时间、识字和促进的方法,以创造一个更有利的学习环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Clinical experiences of staff and students in transitioning from in-person to blended teaching
This paper describes some of the lessons learned during the COVID-19 pandemic from a study conducted with a group of clinical teachers and undergraduate dental students at the Faculty of Dentistry, Oral & Craniofacial Sciences (FoDOCS) at King's College London about the use of a combination of remote, online and in-person teaching methods that resumed from June 2020. In the narrative research, participants shared their experiences delivering online clinical workshops and their previous experiences delivering face-to-face sessions online, both during and before the pandemic. We conducted remote interviews with the participants via video conferencing, which were recorded, transcribed, and analysed using thematic analysis. Narrative accounts revealed commonalities organised into seven themes, highlighting some of the challenges encountered during the pandemic and providing insights into addressing different curricular constraints and concerns when utilising various delivery modes during emergency situations, such as pandemics. In our study, we concluded that students and teachers benefit from dissociating clinical learning from clinical treatment sessions to focus on the educational intent and content before applying them chairside with patients. Throughout the course, students and teachers were challenged by a lack of engagement. In addition, it is important to examine the online fatigue highlighted by both students and teachers and identify ways to improve time, literacy, and facilitation to create a more conducive learning environment.
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