Warnell Ronald L, Duk Anthony D, Christison George W, Haviland Mark G
Department of Psychiatry, Loma Linda University, 11374 Mountain View Avenue, CA 92354, USA.
Acad Psychiatry. 2005 Nov-Dec;29(5):433-6. doi: 10.1176/appi.ap.29.5.433.
To compare the effects of learning about electroconvulsive therapy (ECT) via live observation to learning via an instructional videotape.
During their psychiatry clerkship, 122 medical students were randomized using these two educational methods, and their ECT knowledge and attitudes were assessed during the first and last weeks of the 6-week clerkship.
For both the knowledge and attitudes measures, the clerkship (time) effect was statistically significant (i.e., posttest scores were higher than pretest scores). The interaction effect was significant for knowledge only (pretest scores for students in the live group were slightly lower at pretest than those for students in the videotape group and slightly higher at posttest). The effect size was very small, however, suggesting little meaningful educational difference between the two instructional methods.
Both live demonstration and viewing a videotape appear to be effective methods for teaching medical students about ECT.
比较通过现场观察学习电休克治疗（ECT）与通过教学录像带学习的效果。
在精神科实习期间，122名医学生被随机分配采用这两种教育方法，并在为期6周的实习的第一周和最后一周评估他们的ECT知识和态度。
对于知识和态度测量，实习（时间）效应具有统计学意义（即后测分数高于前测分数）。仅知识方面的交互效应显著（现场组学生的前测分数略低于录像带组学生，而后测分数略高）。然而，效应量非常小，表明两种教学方法之间几乎没有有意义的教育差异。
现场演示和观看录像带似乎都是向医学生教授ECT的有效方法。
