Tetzlaff J E, Ryckman J V
Department of General Anesthesiology, The Cleveland Clinic Foundation, Cleveland, OH 44195, USA.
J Clin Anesth. 2000 May;12(3):252-5. doi: 10.1016/s0952-8180(00)00136-7.
Designing a successful block rotation for anesthesiology residents requires not only an appropriate curriculum but also a set of teaching tools, which promote learning. Traditional clinical rotations in Anesthesiology residencies emphasize clinical teaching, supported by interaction with staff. Since Perioperative Medicine is a nontraditional subject for anesthesia residents, we introduced a syllabus and didactic curriculum to support clinical teaching. We hypothesized that the use of key words would enhance learning. Alternating groups of residents were assigned to receive key words, while control residents were expected to learn without key words. The key words were delivered in writing on the first day of the rotation and the syllabus was highlighted to identify the key words in the text. Pretests and posttests were administered to residents participating in the perioperative rotation. Learning was assessed by calculating the change in test scores. There was significantly more learning in the group given the key words. We conclude that key word designation improved learning in a rotation designed to teach perioperative medicine.
为麻醉科住院医师设计一个成功的轮转计划不仅需要合适的课程，还需要一套促进学习的教学工具。麻醉科住院医师传统的临床轮转强调临床教学，并通过与 staff 的互动提供支持。由于围手术期医学对麻醉住院医师来说是一个非传统科目，我们引入了一份教学大纲和理论课程来支持临床教学。我们假设使用关键词会提高学习效果。将住院医师交替分组，一组接收关键词，而对照组住院医师则在没有关键词的情况下学习。关键词在轮转的第一天以书面形式提供，并突出显示教学大纲以识别文本中的关键词。对参加围手术期轮转的住院医师进行了前测和后测。通过计算考试成绩的变化来评估学习情况。得到关键词的组的学习效果明显更好。我们得出结论，在旨在教授围手术期医学的轮转中，关键词指定提高了学习效果。
