Polyakov A, Palmer E, Devitt P G, Coventry B J
University of Adelaide Medical School, Adelaide, South Australia.
Teach Learn Med. 2000 Spring;12(2):91-5. doi: 10.1207/S15328015TLM1202_6.
Computer-aided learning is accepted by students as a learning resource, but the views of the teaching community are largely unknown.
To document clinicians' experience with computers and to record their attitudes toward computer usage in clinical practice and student education.
Questionnaire mailed out to all clinicians, including interns and residents, fellows, and attending physicians in 3 major teaching hospitals in South Australia, with a total of 646 clinical staff.
Replies were received from 246 staff. Eighty percent of clinicians had at least 2 years of experience with computers and used computers for at least 2 hr each week. Despite this, there was an obvious lack of conviction among clinicians that computer-aided learning was of use in student education and assessment. This may reflect their lack of experience with this medium as an educational tool.
If computer-aided learning is to make any significant impact on medical student education, it must be carefully and objectively evaluated, and its benefit must be clearly demonstrated to clinical teachers.
计算机辅助学习作为一种学习资源已被学生所接受，但教学界对此的看法却大多不为人知。
记录临床医生使用计算机的经历，并记录他们对在临床实践和学生教育中使用计算机的态度。
向南澳大利亚州3家主要教学医院的所有临床医生（包括实习生、住院医师、研究员和主治医师）邮寄调查问卷，共有646名临床工作人员。
收到了246名工作人员的回复。80%的临床医生至少有2年的计算机使用经验，并且每周至少使用计算机2小时。尽管如此，临床医生明显缺乏对计算机辅助学习在学生教育和评估中有用性的信念。这可能反映出他们缺乏将这种媒介作为教育工具的经验。
如果计算机辅助学习要对医学生教育产生任何重大影响，就必须进行仔细和客观的评估，并且必须向临床教师清楚地证明其益处。
