Heckmann Josef G, Bleh Christoph, Dütsch Matthias, Lang Christoph J G, Neundörfer Bernhard
Department of Neurology, University of Erlangen-Nuremberg, Erlangen, Germany.
J Neurol. 2003 Dec;250(12):1464-8. doi: 10.1007/s00415-003-0255-5.
Elective programs for medical students in the last year of their university training are poorly evaluated. The goal of this study was to determine the gain in theoretical and practical skills in a group of students during their elective in neurology. Students were trained by either conventional teaching methods or applying improved problem-based teaching.
A test of 78 multiple choice questions regarding both, theoretical and practical aspects of clinical neurology, was presented to 21 students (9 female, 12 male). This group of students (group A) was trained according to the conventional teaching method. A subsequent group of students (intervention group B; n = 19; 9 female; 10 male) was educated using a modified teaching method that consisted of more problem-based learning, gathering experience with neurosonological and neurophysiological principles and in intense bedside teaching. The test was performed at the beginning and end of their elective period. The percentage increase in the tests was taken as the primary endpoint. In addition, all students were asked about their degree of satisfaction with the elective in general.
Students of both groups did not differ with regard to age, gender, number of semesters, score of last examination and score of the test at the beginning of the elective. However, students who participated in the problem-based teaching group (group B) performed significantly better in the test at the end of the elective (increase 16.3% +/- 15.5) than those who were trained according to the conventional teaching program (percentage increase 6.3% +/- 9.4; p = 0.017). Students of both groups were highly satisfied with the elective in general.
More problem-based teaching including practical exercises and intense bed-side teaching significantly improved students' performance. Thus, adaptation of teaching covering these aspects should be encouraged and might improve the neurological knowledge and skills of the students.
医学生大学最后一年的选修课程评估不足。本研究的目的是确定一组学生在神经科选修期间理论和实践技能的提升情况。学生们通过传统教学方法或应用改进的基于问题的教学进行培训。
向21名学生（9名女性，12名男性）提出了一项包含78道关于临床神经学理论和实践方面的多项选择题测试。这组学生（A组）按照传统教学方法进行培训。随后的一组学生（干预组B；n = 19；9名女性；10名男性）采用了一种改进的教学方法进行教育，该方法包括更多基于问题的学习、积累神经超声和神经生理学原理的经验以及强化床边教学。测试在选修期开始和结束时进行。测试成绩的百分比增长作为主要终点。此外，所有学生都被问及他们对选修课程总体的满意度。
两组学生在年龄、性别、学期数、上次考试成绩和选修开始时的测试成绩方面没有差异。然而，参与基于问题教学组（B组）的学生在选修结束时的测试中表现明显优于按照传统教学计划培训的学生（百分比增长16.3% +/- 15.5）（百分比增长6.3% +/- 9.4；p = 0.017）。两组学生总体上对选修课程都非常满意。
更多基于问题的教学，包括实践练习和强化床边教学，显著提高了学生的表现。因此，应鼓励采用涵盖这些方面的教学方法，这可能会提高学生的神经学知识和技能。
