通过交互式视频会议参加的讲座与面授讲座在帮助三年级内科实习学生准备临床实践考试（CPX）方面的有效性。

Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for Clinical Practice Examinations (CPX).

作者信息

Bertsch Tania F, Callas Peter W, Rubin Alan, Caputo Michael P, Ricci Michael A

机构信息

General Internal Medicine, University of Vermont College of Medicine, Burlington, Vermont 05405, USA.

出版信息

Teach Learn Med. 2007 Winter;19(1):4-8. doi: 10.1080/10401330709336616.

DOI:10.1080/10401330709336616

PMID:17330992

Abstract

BACKGROUND

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.

PURPOSE

To determine whether lecture content covering clinical objectives is learned by medical students located at remote sites.

METHODS

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.

RESULTS

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).

CONCLUSIONS

Students learn content focused on clinical learning objectives as well using videoconferencing as they do in the traditional classroom setting.

摘要

背景

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。

目的

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。

方法

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。