Waydhas Christian, Taeger Georg, Zettl Ralph, Oberbeck Reiner, Nast-Kolb Dieter
Department of Trauma Surgery, University of Essen, Hufelandstr. 55, 45147 Essen, Germany.
Med Teach. 2004 Nov;26(7):621-4. doi: 10.1080/01421590400019526.
Students' knowledge before and preparation for courses with practical skills training or bedside teaching may be insufficient and reduce efficiency of teaching time at the bedside and in skills training. To study the effect of a new curriculum on students' preparation for courses, a quasi-randomized study was conducted. All medical students were included who participated in the surgical examination course during a period of four semesters. In the intervention group, specified topics for every session, a course book describing only those procedures relevant for the course and a foregoing case-based active learning session were introduced as compared to the traditional way of teaching the surgical examination course. For evaluation a questionnaire for the students was used. A total of 614 questionnaires (return rate 79.6%) were included in the analysis. Student as well as teacher preparation significantly improved in the intervention group from 34.8 to 73.6% and 46.1 to 73.0%, respectively. The case-based learning session and the course book were considered helpful by 77.7 and 96.4% of the students, respectively. The introduction of a timetable with specified topics for every session, a course book and a foregoing case-based learning session significantly improved student preparation for the surgical clinical examination course.
在开展有实践技能培训或床边教学的课程之前,学生所具备的知识以及准备情况可能并不充分,这会降低床边教学和技能培训的教学时间效率。为研究一门新课程对学生课程准备情况的影响,开展了一项半随机研究。纳入了在四个学期期间参加外科考试课程的所有医学生。与传统的外科考试课程教学方式相比,干预组引入了每节课的特定主题、一本仅描述与该课程相关程序的课程教材以及一个前置的基于案例的主动学习环节。为进行评估,使用了一份针对学生的问卷。分析共纳入了614份问卷(回复率79.6%)。干预组学生以及教师的准备情况分别从34.8%显著提高到73.6%以及从46.1%显著提高到73.0%。分别有77.7%和96.4%的学生认为基于案例的学习环节和课程教材很有帮助。引入每节课有特定主题的时间表、一本课程教材以及一个前置的基于案例的学习环节显著提高了学生对外科临床考试课程的准备情况。