Bertsch Tania F, Callas Peter W, Rubin Alan, Caputo Michael P, Ricci Michael A
General Internal Medicine, University of Vermont College of Medicine, Burlington, Vermont 05405, USA.
Teach Learn Med. 2007 Winter;19(1):4-8. doi: 10.1080/10401330709336616.
The current practice in medical education is to place students at off-site locations. The effectiveness of these students attending remote lectures using interactive videoconferencing needs to be evaluated.
To determine whether lecture content covering clinical objectives is learned by medical students located at remote sites.
During the University of Vermont medicine clerkship, 52 medical students attended lectures both in person and via 2-way videoconferencing over a telemedicine network. The study used a crossover design, such that all students attended half of the lectures in person and half using videoconferencing. At the end of the clerkship, students were assessed via a Clinical Practice Examination (CPX), with each student completing 1 exam for material learned in person and 1 for material learned over telemedicine.
Exam scores did not differ for the 2 lecture modes, with a mean score of 76% for lectures attended in person and a mean score of 78% for lectures attended via telemedicine (p = 0.66).
Students learn content focused on clinical learning objectives as well using videoconferencing as they do in the traditional classroom setting.
医学教育的当前做法是将学生安排在非现场地点。需要评估这些学生通过交互式视频会议参加远程讲座的效果。
确定位于远程地点的医学生是否掌握了涵盖临床目标的讲座内容。
在佛蒙特大学医学实习期间，52名医学生通过远程医疗网络亲自参加讲座并通过双向视频会议参加讲座。该研究采用交叉设计，即所有学生亲自参加一半的讲座，另一半通过视频会议参加。在实习结束时，通过临床实践考试（CPX）对学生进行评估，每个学生为亲自学习的材料完成1次考试，为通过远程医疗学习的材料完成1次考试。
两种讲座模式的考试成绩没有差异，亲自参加讲座的平均成绩为76%，通过远程医疗参加讲座的平均成绩为78%（p = 0.66）。
学生通过视频会议学习专注于临床学习目标的内容的效果与在传统课堂环境中一样好。
