Rubio Eva Ilse, Bassignani Matthew J, White Marney A, Brant William E
Department of Radiology, Cincinnati Children's Hospital, 3333 Burnet Ave., Cincinnati, OH 45229, USA.
AJR Am J Roentgenol. 2008 Jun;190(6):W319-22. doi: 10.2214/AJR.07.3038.
In an era of increasing clinical volume and longer workdays, the time devoted to education may be diminished in many medical centers. The goal of our study was to develop techniques for optimizing educational time.
Radiology residents in our program were randomized into two groups stratified by level of training. The control group received a standard didactic midday lecture, and the experimental group received the identical lecture material with an audience response system integrated into the lecture delivery.
The group who used the interactive audience response software had significantly higher learning (p = 0.02) and long-term retention (p = 0.001) scores on postlecture quizzes administered to both groups of residents on the day of the lecture and 3 months later.
Use of appropriate interactive teaching techniques facilitates residents' learning and retention of material. In our study, long-term retention was especially improved with use of an interactive lecture style.
在临床工作量不断增加且工作日延长的时代，许多医疗中心用于教育的时间可能会减少。我们研究的目的是开发优化教育时间的技术。
我们项目中的放射科住院医师按培训水平分层随机分为两组。对照组接受标准的午间理论讲座，实验组接受相同的讲座材料，且在讲座过程中集成了观众反应系统。
在讲座当天及3个月后对两组住院医师进行的讲座后测验中，使用交互式观众反应软件的组在学习（p = 0.02）和长期记忆（p = 0.001）得分上显著更高。
使用适当的交互式教学技术有助于住院医师学习和记忆材料。在我们的研究中，采用交互式讲座方式尤其提高了长期记忆效果。
