新冠肺炎期间mbchb五年级学生对骨科外科电子学习的反应

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
H. Gamieldien, N. Kruger, R. Dey
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引用次数: 0

摘要

背景。随着COVID-19大流行的爆发和随后的全国封锁,南非(SA)的大学被迫迅速适应减少或消除面对面接触的教学。大流行期间,学习方式必须迅速改变,学术环境也发生了重大变化。文献中支持在本科骨科培训中进行电子学习的证据有限。这是同类研究中首次评估中低收入国家骨科外科的电子学习。确定开普敦大学五年级mba ChB队列在COVID-19大流行期间对混合学习的电子学习组成部分的态度。它还旨在调查电子学习是否能促进学生之间的信心水平和面对面学习的结果。多年横断面调查分析是通过回顾性分析学生的块末评价和块末分数来完成的。比较了2016年至2020年期间队列的回复。在课程定义、工作量、课程组织、预期准备和课程展示方面,2020年学员的回答与前几年相似。2020年的队列同意电子学习材料是相关的;这一反应高于往年。他们还一致认为,在线实践课程是有用的,课程激发了更多的兴趣。值得注意的是,他们也强烈同意,在线课程比前几年更容易参加和参与。2020年的队列认为区块结束评估有些不合理;然而,与以前的队列相比,该队列的评分相似。主观上,学生对电子学习的反应是积极的,因为他们中的许多人欢迎在线媒体作为一种学习工具的有用性和刺激性。学生们觉得应该花更多的时间来学习在线材料,而且教学内容和期末评估的内容之间存在不一致。主观上,学生对网络学习的反应是积极的,因为他们中的许多人欢迎在线媒体的有用性和刺激。在学生信心和最终成绩方面(与传统教学相比),它进一步鼓励了制定一种新型混合学习课程的举措。有了这些积极的发现,我们能够探索开发一种结合国际混合学习实践的电子学习课程的可能性,使用本地来源的SA循证文献来提供与我们独特环境相关的骨科教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
MB ChB fifth-year student response to e-learning in orthopaedic surgery during COVID-19
Background. With the onset of the COVID-19 pandemic and the subsequent country-wide lockdown, South African (SA) universities were forced to quickly adapt to teaching that minimised or eliminated in-person contact. The pandemic period necessitated rapid changes to the way in which learning occurs and resulted in significant shifts in the academic environment. There is limited evidence in the literature to support e-learning in undergraduate orthopaedic training. This is the first study of its kind evaluating e-learning in orthopaedic surgery in a middle-to-low-income country.Objectives. To identify the University of Cape Town fifth-year MB ChB cohort’s attitudes towards the e-learning component of blended learning during the COVID-19 pandemic. It also aimed to investigate whether e-learning facilitates comparable levels of confidence and results among students and face-to-face methods.Methods. Multi-year cross-sectional survey analysis was completed by retrospectively analysing the students’ end-of-block evaluations and end-of-block marks. Responses from the cohorts between 2016 and 2020 were compared.Results. Regarding course definition, workload, course organisation, intended preparation and course presentation, the 2020 cohort’s responses were similar to those of previous years. The 2020 cohort agreed that the e-learning material was relevant; this response was higher than in previous years. They also agreed that the online practical sessions were useful and that the course stimulated more interest. Significantly, they also strongly agreed that the online course was easier to attend and participate in than in previous years. The 2020 cohort perceived the end-of-block assessment to be somewhat unreasonable; however, this cohort yielded similar grades compared with previous cohorts. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media as a study tool. Students felt that more time should be made available to work through online material and that there was incongruity between the content taught and the content of the end-of-block assessments.Conclusion. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media. With comparable outcomes in terms of student confidence and final marks (compared with traditional teaching only), it further encouraged a move towards formulating a novel blended learning curriculum. With these positive findings, we were able to explore the possibilities of developing an e-learning course curriculum incorporating international blended learning practices, using locally sourced SA evidence-based literature to provide orthopaedic teaching relevant to our unique setting.
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
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