Michael E. DeBakey Department of Surgery, Baylor College of Medicine, Houston, TX 77030, USA.
J Surg Educ. 2012 Jul-Aug;69(4):449-52. doi: 10.1016/j.jsurg.2012.05.013.
Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format.
To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention.
After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a long-term retention test was administered. The results were analyzed using a Student t test for continuous variables.
The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3% and 44.1 ± 2%, respectively (p = 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2% and 86.7 ± 2%, respectively (p < 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 ± 3% in the control group and 42.5 ± 2% in the SS group (p < 0.001). The long-term retention test revealed the mean scores of 55.8 ± 3% in the control group and 70.1 ± 3% in the SS group (p < 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4%, whereas the SS group improved by 26 ± 3% (p = 0.002).
The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool.
模型和基于计算机的模拟器对于患者管理、物理程序和能力的实践非常有用。然而，它们在教授临床医学方面效果不佳。StepStone Interactive Medical Software (SS) 是一种基于网络的医学学习模式，它为用户提供了一组高度集中的评估和干预任务，以在视觉基于案例的格式中治疗有记忆的虚拟患者。
确定 SS 学习模式是否优于医学学生学习和保留的传统讲座格式。
在获得机构审查委员会 (IRB) 批准并签署同意书后，将 30 名三年级医学生随机分配到两组，每组 15 名学生：对照组接受 2 个 30 分钟的 Microsoft PowerPoint 讲座（微软公司，雷德蒙德，华盛顿州）关于尖端扭转型室性心动过速（TdP）和无脉性电活动（PEA），SS 组花 1 小时复习 2 个教授 TdP 和 PEA 的 SS 病例。进行了预干预测试以评估他们的基线知识。对两组进行即时干预后测试。22 天后，进行了长期保留测试。使用学生 t 检验对连续变量进行分析。
对照组和 SS 组的预干预测试平均得分为 44.9 ± 3%和 44.1 ± 2%（p = 0.41）。对照组和 SS 组的即时干预后测试平均得分为 61.7 ± 2%和 86.7 ± 2%（p < 0.001）。从基线知识中计算出的改善程度，对照组的平均改善程度为 16.8 ± 3%，SS 组为 42.5 ± 2%（p < 0.001）。长期保留测试显示对照组的平均得分为 55.8 ± 3%，SS 组的平均得分为 70.1 ± 3%（p < 0.001）。从基线知识中计算出长期改善程度，对照组提高了 10.9 ± 4%，而 SS 组提高了 26 ± 3%（p = 0.002）。
与传统的教学讲座格式相比，SS 学习模式在学生学习保留方面表现出显著的提高。SS 是一种有效的基于网络的医学教育工具。
