针对药学专业学生学习定量吸入器技术的讲座与网络教程对比

Lecture versus Web tutorial for pharmacy students' learning of MDI technique.

作者信息

Erickson Steven R, Chang Amy, Johnson Cary E, Gruppen Larry D

机构信息

College of Pharmacy, University of Michigan, Ann Arbor, MI 48109, USA.

出版信息

Ann Pharmacother. 2003 Apr;37(4):500-5. doi: 10.1345/aph.1C374.

DOI:10.1345/aph.1C374

PMID:12659603

Abstract

OBJECTIVE

To compare pharmacy students' acquired knowledge and ability to assess metered-dose inhaler (MDI) technique after a traditional lecture versus a Web-based MDI technique tutorial.

METHODS

All 42 third-year PharmD students completed a baseline MDI technique knowledge test and were then randomized into 1 of 3 groups. The Web group completed the tutorial on the college dispensing laboratory computers; the lecture group participated in the MDI technique excerpt of the asthma therapeutics lecture; and the control group participated in a 15-minute discussion of participants' hobbies. Afterward, participants in each group completed an identical MDI technique knowledge posttest. Students then observed a standardized mock patient perform MDI technique, documenting steps that were conducted incorrectly. MDI technique knowledge test and MDI technique evaluation test scores were compared between groups using repeated measures ANOVA.

RESULTS

There was no significant difference in the baseline MDI technique knowledge test scores between groups. The post-MDI technique knowledge test scores for the Web and lecture groups did not differ significantly (p = 0.38), and both were significantly different from the control group (p < 0.001). MDI technique knowledge scores increased significantly for the Web and lecture groups from pre- to post-assessment, but did not change for the control group. A 2-way repeated measures ANOVA analysis demonstrated no significant interaction of subject and group characteristics. The MDI technique evaluation scores for the Web and lecture groups were not significantly different (p = 0.50), and both were significantly different from the control group (p </= 0.001).

CONCLUSIONS

The Web-based MDI technique tutorial was as effective as the standard lecture format in pharmacy students acquiring knowledge of MDI technique and in evaluating a mock-patient exhibiting incorrect MDI technique. Further testing is required to assess the longitudinal effect of the program.

摘要

目的

比较药学专业学生在接受传统讲座与基于网络的定量吸入器（MDI）技术教程后所获得的知识以及评估MDI技术的能力。

方法

42名三年级药学博士学生全部完成了MDI技术知识基线测试，然后被随机分为3组中的1组。网络组在学院配药实验室的计算机上完成教程；讲座组参加哮喘治疗讲座中的MDI技术部分；对照组参与了一场关于参与者爱好的15分钟讨论。之后，每组参与者完成相同的MDI技术知识后测。学生们随后观察一名标准化模拟患者进行MDI技术操作，记录操作错误的步骤。使用重复测量方差分析比较各组之间的MDI技术知识测试和MDI技术评估测试分数。

结果

各组之间MDI技术知识基线测试分数无显著差异。网络组和讲座组的MDI技术知识后测分数无显著差异（p = 0.38），且两者均与对照组有显著差异（p < 0.001）。从评估前到评估后，网络组和讲座组的MDI技术知识分数显著增加，但对照组没有变化。双向重复测量方差分析显示，受试者和组特征之间没有显著交互作用。网络组和讲座组的MDI技术评估分数无显著差异（p = 0.50），且两者均与对照组有显著差异（p≤0.001）。