Vandeweerd Jean-Michel E F, Davies John C, Pinchbeck Gina L, Cotton Jo C
Department of Veterinary Clinical Science and Animal Husbandry, The University of Liverpool, South Wirral, UK.
J Vet Med Educ. 2007 Spring;34(2):160-7. doi: 10.3138/jvme.34.2.160.
Case-based e-learning may allow effective teaching of veterinary radiology in the field of equine orthopedics. The objective of this study was to investigate the effectiveness of a new case-based e-learning tool, compared with a standard structured tutorial, in altering students' knowledge and skills about interpretation of radiographs of the digit in the horse. It was also designed to assess students' attitudes toward the two educational interventions. A randomized, single-blinded, controlled trial of 96 fourth-year undergraduate veterinary students, involving an educational intervention of either structured tutorial or case-based e-learning, was performed. A multiple-choice examination based on six learning outcomes was carried out in each group after the session, followed by an evaluation of students' attitudes toward their session on a seven-point scale. Text blanks were available to students to allow them to comment on the educational interventions and on their learning outcomes. Students also rated, on a Likert scale from 1 to 7, their performance for each specific learning outcome and their general ability to use a systematic approach in interpreting radiographs. Data were analyzed using the Mann-Whitney test, the t-test, and the equivalence test. There was no significant difference in student achievement on course tests. The results of the survey suggest positive student attitudes toward the e-learning tool and illustrate the difference between objective ratings and subjective assessments by students in testing a new educational intervention.
基于案例的电子学习可能有助于在马科动物矫形外科领域有效地开展兽医放射学教学。本研究的目的是调查一种新的基于案例的电子学习工具与标准结构化教程相比，在改变学生对马的蹄部X光片解读的知识和技能方面的有效性。该研究还旨在评估学生对这两种教育干预措施的态度。对96名四年级本科兽医学生进行了一项随机、单盲、对照试验，其中一组采用结构化教程进行教育干预，另一组采用基于案例的电子学习。课程结束后，每组学生都参加了一场基于六个学习成果的多项选择题考试，随后学生需在七点量表上对他们参与的课程进行态度评估。学生可以填写文本空白，以便对教育干预措施及其学习成果发表评论。学生还需在1至7的李克特量表上对他们在每个具体学习成果方面的表现以及在解读X光片时运用系统方法的总体能力进行评分。使用曼-惠特尼检验、t检验和等效性检验对数据进行分析。课程测试中学生的成绩没有显著差异。调查结果表明学生对电子学习工具持积极态度，并说明了在测试一种新的教育干预措施时，学生的客观评分与主观评估之间的差异。
