Ochsendorf F R, Boehncke W-H, Sommerlad M, Kaufmann R
Klinikum d. J.W. Goethe-Universität, Frankfurt am Main, Germany.
Med Teach. 2006 Dec;28(8):697-701. doi: 10.1080/01421590601034241.
This is a prospective study to find out whether an interactive large-group case-based teaching approach combined with small-group bedside teaching improves student satisfaction and learning outcome in a practical dermatology course. During two consecutive terms a rotating system of large-group interactive case-study-method teaching with two tutors (one content expert, one process facilitator) and bedside teaching with randomly appointed tutors was evaluated with a nine-item questionnaire and multiple-choice test performed at the beginning and the end of the course (n = 204/231 students evaluable). The results of three different didactic approaches utilized over the prior year served as a control. The interactive course was rated significantly better (p < 0.0001) than the standard course with regard to all items. The aggregate mark given by the students for the whole course was 1.58-0.61 (mean +/- SD, range 1 (good)-5 (poor)). This was significantly better than the standard course (p < 0.0001) and not different from small-group teaching approaches. The mean test results in the final examination improved significantly (p < 0.01). The combination of large-group interactive teaching and small-group bedside teaching was well accepted, improved the learning outcome, was rated as good as a small-group didactic approach and needed fewer resources in terms of personnel.
这是一项前瞻性研究，旨在探究交互式大组案例教学法与小组床边教学相结合是否能提高学生在实用皮肤病学课程中的满意度和学习效果。在连续两个学期中，采用了一种轮换系统，即由两名导师（一名内容专家、一名过程促进者）进行大组交互式案例研究法教学，并由随机指定的导师进行床边教学。在课程开始和结束时，通过一份包含九个项目的问卷和多项选择题测试对其进行评估（n = 204/231名可评估学生）。将前一年采用的三种不同教学方法的结果作为对照。在所有项目方面，交互式课程的评分显著高于标准课程（p < 0.0001）。学生对整个课程给出的综合评分是1.58 - 0.61（平均值±标准差，范围为1（好）- 5（差））。这显著优于标准课程（p < 0.0001），且与小组教学方法无差异。期末考试的平均测试成绩有显著提高（p < 0.01）。大组交互式教学与小组床边教学相结合的方式得到了很好的接受，提高了学习效果，被评为与小组教学方法一样好，并且在人员方面所需资源更少。
