Chaturvedi S, Aggarwal O P
Department of Community Medicine, University College of Medical Sciences, Delhi, India.
Med Educ. 2001 Jun;35(6):585-9. doi: 10.1046/j.1365-2923.2001.00917.x.
To document learners' feedback on an educational intervention to provide interns with a hands-on learning experience in population-based research.
Cross-sectional inquiry using a structured tool.
A medical school in India.
306 interns from 13 consecutive groups in a 3-month posting.
Interns' participatory involvement in each of the nine units of learning.
In six out of the total of nine units of learning, nearly 70% of the students rated their participatory involvement at 3 points or above (on a 5-point rating scale). This rating was 4 or 5 (good or maximal) for 50% or more students with regard to identification of research questions, review of literature, data analysis and interpretation, and for 65.4% students in data collection. However, in the last two units, on writing the research report and its presentation, a large proportion of students rated their participatory involvement as minimal or unsatisfactory (38.9% and 46.4%, respectively). For 91.2% of students, this was the first hands-on experience of any type of population-based research. When the students were asked to identify the most important factor which hampered learning during the present exposure, 54.2% of them reported that it was the unsuitable timing of the exposure, since their priority during internship was the entrance examination for postgraduate courses.
This study empirically demonstrates that with some extra effort from teachers, interns can be exposed to a hands-on learning experience in population-based research, on a systematic basis, without additional resources.
记录学习者对一项教育干预措施的反馈，该干预措施旨在为实习生提供基于人群研究的实践学习体验。
使用结构化工具进行横断面调查。
印度的一所医学院。
来自连续13个组的306名实习生，实习为期3个月。
实习生在九个学习单元中每个单元的参与程度。
在总共九个学习单元中的六个单元中，近70%的学生将他们的参与程度评为3分或以上（满分5分）。对于50%或更多的学生来说，在研究问题的确定、文献综述、数据分析与解释方面，这一评分是4分或5分（良好或最佳），在数据收集方面，这一比例为65.4%。然而，在最后两个单元，即在撰写研究报告及其展示方面，很大一部分学生将他们的参与程度评为最低或不满意（分别为38.9%和46.4%）。对于91.2%的学生来说，这是他们首次参与任何类型的基于人群研究的实践体验。当学生们被要求指出在当前实习期间阻碍学习的最重要因素时，54.2%的学生表示是实习时间不合适，因为他们实习期间的首要任务是研究生课程入学考试。
本研究通过实证表明，在教师付出一些额外努力的情况下，无需额外资源，实习生就可以系统地获得基于人群研究的实践学习体验。
