结构化教学课程提高医学生神经科实习测试成绩：一项试点研究。
Structured didactic teaching sessions improve medical student neurology clerkship test scores: a pilot study.
作者信息
Menkes Daniel L, Reed Mary
机构信息
Department of Neurology, University of Tennessee health Sciences Center at Memphis, 855 Monroe Avenue, Link Building, Room 415, Memphis, TN 38163, USA.
出版信息
Open Neurol J. 2008;2:8-11. doi: 10.2174/1874205X00802010008. Epub 2008 Apr 23.
OBJECTIVE
To determine the effectiveness of didactic case-based instruction methodology to improve medical student comprehension of common neurological illnesses and neurological emergencies.
SETTING
Neurology department, academic university.
PARTICIPANTS
415 third and fourth year medical students performing a required four week neurology clerkship.
MAIN OUTCOME MEASURES
Raw test scores on a 1 hour, 50-item clinical vignette based examination and open-ended questions in a post-clerkship feedback session.
RESULTS
There was a statistically significant improvement in overall test scores (p<0.001).
CONCLUSION
Didactic teaching sessions have a significant positive impact on neurology student clerkship test score performance and perception of their educational experience. Confirmation of these results across multiple specialties in a multi-center trial is warranted.
目的
确定基于案例的教学方法在提高医学生对常见神经系统疾病和神经急症理解方面的有效性。
背景
学术型大学的神经内科。
参与者
415名三、四年级医学生，正在进行为期四周的神经内科必修实习。
主要观察指标
基于1小时50道临床病例 vignette 的考试原始成绩，以及实习后反馈环节中的开放式问题。
结果
总体考试成绩有统计学显著提高（p<0.001）。
结论
讲授式教学对神经科实习学生的考试成绩及他们对教育经历的认知有显著积极影响。有必要在多中心试验中对多个专业的这些结果进行验证。
Zotero 插件