评估轮转期间的非结构化临床教学:医学生在儿科和妇科的经历如何影响感知学习成果。

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-07-31 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S523181
Verneri Hannula, Lari Lehtovirta, Linda Kourunen, Markku Sumanen
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引用次数: 0

摘要

目的:在临床环境中学习对提高学生的实践技能至关重要。然而,由于临床环境的可变性,提供一致的教学和足够的患者病例可能具有挑战性。因此,旋转的感知质量经常变化。先前的研究报告了关于教学质量或患者遭遇是否影响学生对轮转质量或考试成绩的看法的混合结果。此外,以往的研究往往侧重于临床环境中的结构化教学。我们的目的是探讨学生对轮转期间结构化学习活动之外的临床教学的评价如何影响学习目标的感知成就。方法:我们分析了坦佩雷大学医学院2021-2022学年儿科和妇科轮转的学生评价。评估包括临床教学质量、检查病人的机会和执行程序。以“我达到了给定的学习目标”为因变量,采用线性回归模型评估这些因素对学习目标感知成就的影响。结果:共有140名学生对儿科和142名妇科进行了评估,分别进行了833次和1188次评估。所有问题的平均得分都在5分以上(总分为7分)。实现学习目标的平均儿科为5.6,妇科为5.7。所有自变量与因变量均表现出显著的相关性,其中“时间的使用是有意义的”影响最大。结论:学生普遍报告在两个轮转中成功地实现了他们的学习目标。值得注意的是,感知到的有意义的时间利用对学习成果的感知成就有最大的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Evaluating Unstructured Clinical Teaching During Rotations: How Medical Students' Experiences in Paediatrics and Gynaecology Influence Perceived Learning Outcomes.

Evaluating Unstructured Clinical Teaching During Rotations: How Medical Students' Experiences in Paediatrics and Gynaecology Influence Perceived Learning Outcomes.

Objective: Learning in the clinical environment is crucial for students to enhance practical skills. However, due to the variability of clinical settings, providing consistent teaching and sufficient patient cases can be challenging. As a result, the perceived quality of rotations often varies. Previous studies have reported mixed findings on whether teaching quality or patient encounters influence students' perceptions of rotation quality or exam performance. Additionally, previous studies have often focused on structured teaching in clinical settings. We aimed to explore how students' evaluations of clinical teaching outside structured learning events during rotations impact the perceived achievement of learning goals.

Methods: We analysed student evaluations from paediatric and gynaecology rotations at Tampere University Medical School during the 2021-2022 academic year. Evaluations covered clinical teaching quality, opportunities to examine patients, and perform procedures. A linear regression model was used to assess the influence of these factors on the perceived achievement of learning goals, with the statement "I achieved the given learning goals" as the dependent variable.

Results: A total of 140 students evaluated the paediatric and 142 the gynaecology rotations, providing 833 and 1188 evaluations, respectively. All questions received mean scores above 5 on a 7-point scale. The mean for achieving learning goals was 5.6 for paediatrics and 5.7 for gynaecology. All independent variables showed significant associations with the dependent variable, with "The use of time was meaningful" having the greatest impact.

Conclusion: Students generally reported successfully achieving their learning goals in both rotations. Notably, the perceived meaningful use of time had the greatest impact on the perceived achievement of learning outcomes.

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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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