Gormley Gerry J, Collins Kate, Boohan Mairead, Bickle Ian C, Stevenson Michael
General Practice and Clinical Skills, Queen's University, Belfast, UK.
Med Teach. 2009 Jan;31(1):e6-12. doi: 10.1080/01421590802334317.
e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical skills has been considered a challenging area for online learning.
The aims of this study are to assess undergraduate medical students? perceived level of IT ability and accessibility, and attitudes towards e-learning in basic clinical skills education, compared to other teaching methods.
A self-administered questionnaire was developed to capture undergraduate medical students: (i) demographic details (ii) perceived level of IT ability and accessibility (iii) experiences and attitudes towards e-learning and clinical skills training. Responses were linked to student?s performance in a clinical skills OSCE.
The majority of students reported good access to computers and the internet, both on and off campus and appear confident using IT. Overall students felt that e-learning had a positive impact on their learning of clinical skills and was comparable to other traditional forms of clinical skills teaching. Students who displayed deep learning traits when using e-learning, performed better in clinical skills OSCEs.
Undergraduate medical students value the use of e-learning in clinical skills education, however they vary in their utilization of such learning environments. Students rate e-learning just as highly as other traditional methods of clinical skills teaching and acknowledge its integration in a blended approach. Developers of clinical skills curricula need to ensure e-learning environments utilize media that encourage deeper approaches to learning.
电子学习在许多医学院校已得到确立。然而，电子学习的效果一直难以量化，并且有人担心此类教育活动可能更多地是受新奇感驱动，而非基于教学证据。虽然某些领域可能很适合电子学习，但临床技能一直被认为是在线学习的一个具有挑战性的领域。
本研究的目的是评估本科医学生在基础临床技能教育中对信息技术能力和可及性的感知水平，以及与其他教学方法相比对电子学习的态度。
设计了一份自填式问卷，以获取本科医学生的以下信息：（i）人口统计学细节（ii）对信息技术能力和可及性的感知水平（iii）对电子学习和临床技能培训的体验及态度。回答与学生在临床技能客观结构化临床考试（OSCE）中的表现相关联。
大多数学生报告称，无论在校内还是校外，都能很好地使用计算机和互联网，并且似乎对使用信息技术很有信心。总体而言，学生们认为电子学习对他们临床技能的学习有积极影响，并且与其他传统形式的临床技能教学相当。在使用电子学习时表现出深度学习特质的学生，在临床技能OSCE中表现更好。
本科医学生重视在临床技能教育中使用电子学习，然而他们在利用此类学习环境方面存在差异。学生对电子学习的评价与其他传统临床技能教学方法一样高，并认可将其整合到混合式教学方法中。临床技能课程的开发者需要确保电子学习环境利用能够鼓励采用更深入学习方法的媒体。
