印度呼吸生理学高分和低分医科一年级学生的模拟教学与传统小组教学:一项随机对照试验

IF 9.3 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Nalini Yelahanka Channegowda, Dinker Ramanand Pai, Shivasakthy Manivasakan
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引用次数: 0

摘要

目的:虽然在临床学科技能训练中被广泛应用,但对一期医学生或临床前学生进行基础科学概念教学的方法有限。与其他系统相比,以模拟为基础的教育/教学在心血管和呼吸生理学中更受欢迎,因为它很容易在模拟环境中重现正常的生理成分和变化,从而促进对核心概念的深入理解。方法:在印度一所被认为是大学的107名一期(一年级)医学本科生中进行了一项区域随机研究。A组采用SBE教学,B组采用传统的小组教学。教学干预的有效性通过前后测试进行评估。通过匿名在线调查和深度访谈,学生通过自我管理的结构化问卷获得反馈。结果:干预组在测试后得分上较对照组有显著改善。亚分析显示,两组中得分高的学生比得分低的学生表现得更好,但在干预组中,得分低的学生的知识获得更显著。结论:这种教学策略是对传统教学方法的有益补充,从医学培训一开始就培养学生对临床概念的深入理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial.

Purpose: Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.

Methods: A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.

Results: The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.

Conclusion: This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.

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来源期刊
CiteScore
9.60
自引率
9.10%
发文量
32
审稿时长
5 weeks
期刊介绍: Journal of Educational Evaluation for Health Professions aims to provide readers the state-of-the art practical information on the educational evaluation for health professions so that to increase the quality of undergraduate, graduate, and continuing education. It is specialized in educational evaluation including adoption of measurement theory to medical health education, promotion of high stakes examination such as national licensing examinations, improvement of nationwide or international programs of education, computer-based testing, computerized adaptive testing, and medical health regulatory bodies. Its field comprises a variety of professions that address public medical health as following but not limited to: Care workers Dental hygienists Dental technicians Dentists Dietitians Emergency medical technicians Health educators Medical record technicians Medical technologists Midwives Nurses Nursing aides Occupational therapists Opticians Oriental medical doctors Oriental medicine dispensers Oriental pharmacists Pharmacists Physical therapists Physicians Prosthetists and Orthotists Radiological technologists Rehabilitation counselor Sanitary technicians Speech-language therapists.
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