混合式学习方法在医学培训课程中的有效性研究。
The study of effectiveness of blended learning approach for medical training courses.
作者信息
Karamizadeh Z, Zarifsanayei N, Faghihi A A, Mohammadi H, Habibi M
机构信息
Department of Pediatric Endocrine, Shiraz University of Medical Sciences, Shiraz, Iran.
出版信息
Iran Red Crescent Med J. 2012 Jan;14(1):41-4. Epub 2012 Jan 1.
BACKGROUND
Blended learning as a method of learning that includes face to face learning, pure E-learning and didactic learning. This study aims to investigate the efficacy of medical education by this approach.
METHODS
This interventional study was performed in 130 students at different clinical levels participating in class sessions on "congenital adrenal hyperplasia and ambiguous genitalia". Sampling was done gradually during 6 months and all of them filled a pretest questionnaire and received an educational compact disk. One week later, a presence class session was held in a question and answer and problem solving method. Two to four weeks later, they filled a posttest questionnaire.
RESULTS
There was a significant correlation between pretest and posttest scores and the posttest scores were significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least attitude towards blended learning approach. There was a significant correlation between the research samples' accessibility to computer and their attitude and satisfaction to blended learning approach.
CONCLUSION
Findings generally showed that the blended learning was an effective approach in making a profound learning of academic subjects.
背景
混合式学习作为一种学习方法，包括面对面学习、纯电子学习和讲授式学习。本研究旨在探讨通过这种方法进行医学教育的效果。
方法
本干预性研究对130名不同临床水平的学生进行，他们参加了关于“先天性肾上腺皮质增生症和生殖器模糊”的课程。在6个月内逐步进行抽样，所有学生都填写了预测试问卷并收到一张教育光盘。一周后，以问答和解决问题的方式举行了一次面授课程。两到四周后，他们填写了后测试问卷。
结果
预测试和后测试分数之间存在显著相关性，后测试分数显著高于预测试分数。亚专业住院医师对混合式学习方法的态度最为积极，而学生的态度最不积极。研究样本使用计算机的便利性与其对混合式学习方法的态度和满意度之间存在显著相关性。
结论
研究结果总体表明，混合式学习是一种使学术科目学习更深入的有效方法。
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