Holland Andrew J A, Soundappan Soundappan V S, Oldmeadow Wendy
Department of Academic Surgery, The Children's Hospital at Westmead, The University of Sydney, Sydney, New South Wales, Australia.
ANZ J Surg. 2008 Apr;78(4):297-301. doi: 10.1111/j.1445-2197.2008.04456.x.
The expansion in medical student numbers has been associated with a move to increase the amount of time students spend in rural and remote locations. Providing an equivalent educational experience for students in surgical subspecialties in this setting is a logistical challenge. We sought to address this issue by providing synchronous tutorials in paediatric surgery using videoconferencing (VC) at two rural sites with the tutor located at a metropolitan paediatric clinical school. Between March 2005 and July 2006, 43 graduate students in the University of Sydney Medical Program were assigned to receive the paediatric component of the course at one of two sites within the School of Rural Health. During this 9-week rotation, students were involved in two or three surgical tutorials by videoconference. Students were then invited to complete a confidential, anonymous 20-point structured evaluation using a Likert scale. Valid responses were received from 40 students, a response rate of 93%. There were 21 females (52%), with 21 students based in Dubbo and 19 in Orange. Students agreed or strongly agreed that VC surgical tutorials were useful, the content well covered and student involvement encouraged (mean scores 4.7, 4.5 and 4.5; standard deviation 0.56, 0.72 and 0.72, respectively). Overall, the majority of students strongly agreed that participation in VC of surgical tutorials was valuable (mean 4.68, standard deviation 0.57). VC surgical tutorials were highly valued by graduate medical students as an educational method. Our data suggest that tutorials can be successfully provided at remote sites using VC.
医学生数量的增加与延长学生在农村和偏远地区的学习时间相关。在这种情况下，为外科亚专业的学生提供同等的教育体验是一项后勤挑战。我们试图通过在两个农村地点利用视频会议（VC）提供儿科手术同步教程来解决这个问题，导师位于一所大都市的儿科临床学校。2005年3月至2006年7月期间，悉尼大学医学项目的43名研究生被分配到农村卫生学院的两个地点之一接受该课程的儿科部分。在这9周的轮转期间，学生们通过视频会议参与了两到三次外科教程。然后邀请学生使用李克特量表完成一份保密、匿名的20分结构化评估。收到了40名学生的有效回复，回复率为93%。有21名女性（52%），21名学生在达博，19名在奥兰治。学生们同意或强烈同意视频会议外科教程很有用，内容涵盖得很好，并且鼓励学生参与（平均得分分别为4.7、4.5和4.5；标准差分别为0.56、0.72和0.72）。总体而言，大多数学生强烈同意参与视频会议外科教程是有价值的（平均分为4.68，标准差为0.57）。视频会议外科教程作为一种教育方法受到了医学研究生的高度重视。我们的数据表明，可以使用视频会议在偏远地点成功提供教程。
