重症医学培训中每周翻转课堂模式：可行性与接受度。

IF 3.2 3区医学 Q2 CRITICAL CARE MEDICINE

Journal of critical care Pub Date : 2024-12-06 DOI:10.1016/j.jcrc.2024.154986

Johannes B.J. Scholte, Johannes C. Strehler

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引用次数: 0

摘要

背景：教学重症医学能力提出了挑战，由于学员的异质背景，轮班时间表，短轮转。为了应对这些挑战，我们引入了每周一次的翻转课堂模块（fcm），它结合了在线准备、控制问题以及由一名实习生和一名强化医生共同指导的现场课程。本研究旨在评估这些fcm的可行性和可接受性。方法：本研究采用三角法进行干预前后研究。对学习管理系统（LMS）的用户数据进行了准备和移动访问分析。调查前和调查后使用李克特量表评估受训者对培训形式、学习动机和准备效益的感知。开放式回答通过内容分析进行评估。结果：所有30名学员都访问了LMS，平均在线参与率为78%，研究员（89%）高于住院医师（71%）。20名学员（67%）使用移动设备，超过一半的FCM活动是通过这种方式进行的。使用fcm的培训格式在实施后得分明显更高。结论：每周fcm是可行的，并且被广泛接受，可以提高重症监护训练的学习动机。建议进一步进行多中心和定性研究，以证实其影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance

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Weekly flipped classroom modules in intensive care medical training: Feasibility and acceptance

Background

Teaching intensive care medicine competencies poses challenges due to trainees' heterogenous backgrounds, shift schedules, and short rotations. To address these challenges, weekly flipped classroom modules (FCMs) were introduced, combining online preparation, control questions, and an on-site course co-facilitated by a trainee and an intensivist. This study aimed to evaluate the feasibility and acceptance of these FCMs.

Methods

This pre-post intervention study used a triangulated methodology. Learning management system (LMS) user data were analysed regarding preparation and mobile access. Pre- and post-surveys assessed trainees' perception of training formats, learning motivation, and preparation benefits using Likert scales. Open-ended responses were evaluated through content analysis.

Results

All 30 trainees accessed the LMS, with an average online participation rate of 78 %, higher among fellows (89 %) than residents (71 %). Mobile devices were used by 20 trainees (67 %), and over half of FCM activities were accessed this way. Training formats with FCMs scored significantly higher post-implementation. The FCMs scored 4.7 (SD = 0.5), outperforming other teaching formats (p < 0.04). Perceived learning motivation scores increased from 19.0 (SD = 4.5) pre-FCM to 23.8 (SD = 3.0) post-FCM (p < 0.001). Median perceived preparation benefit rose from 15 to 18 (p < 0.001). Trainees appreciated the flexibility, quality, variety of materials, and control question. Acknowledging FCMs as relevant starting point for acquiring fundamental ICU knowledge.

Conclusions

Weekly FCMs are both feasibly and well-accepted and may enhance learning motivation in intensive care training. Further multicentre and qualitative studies are recommended to validate their impact.

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来源期刊

Journal of critical care 医学-危重病医学

CiteScore

8.60

自引率

2.70%

发文量

237

审稿时长

23 days

期刊介绍： The Journal of Critical Care, the official publication of the World Federation of Societies of Intensive and Critical Care Medicine (WFSICCM), is a leading international, peer-reviewed journal providing original research, review articles, tutorials, and invited articles for physicians and allied health professionals involved in treating the critically ill. The Journal aims to improve patient care by furthering understanding of health systems research and its integration into clinical practice. The Journal will include articles which discuss: All aspects of health services research in critical care System based practice in anesthesiology, perioperative and critical care medicine The interface between anesthesiology, critical care medicine and pain Integrating intraoperative management in preparation for postoperative critical care management and recovery Optimizing patient management, i.e., exploring the interface between evidence-based principles or clinical insight into management and care of complex patients The team approach in the OR and ICU System-based research Medical ethics Technology in medicine Seminars discussing current, state of the art, and sometimes controversial topics in anesthesiology, critical care medicine, and professional education Residency Education.