在体格检查课程中实施教学视频的效果：整脊体格检查教学的一种替代范式。
Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching.
作者信息
Zhang Niu, Chawla Sudeep
出版信息
J Chiropr Educ. 2012 Spring;26(1):40-6. doi: 10.7899/1042-5055-26.1.40.
OBJECTIVE
This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results.
METHODS
Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes.
RESULTS
One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05).
CONCLUSION
The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.
目的
本研究探讨在眼科体格检查教学中实施教学视频对整脊学生实验室体格检查技能和笔试成绩的影响。
方法
制作了包含标准程序和常见错误的眼科体格检查教学视频片段，并用于实验室教学。课后这些视频片段也可供学生复习。使用单因素方差分析（ANOVA）以及在三个研究队列之间进行事后多重比较检验，对学生的实验室技能和笔试成绩进行分析和比较：未将教学视频作为工具使用的比较队列、仅观看视频片段标准程序的标准视频队列以及观看包含标准程序和常见错误的视频片段的错误参考视频队列。
结果
单因素方差分析表明三个队列的实验室结果存在显著差异。事后多重比较进一步显示，两个视频队列的平均得分均显著高于比较队列（p <.001）。然而，两个视频队列之间的平均得分没有显著差异（p >.05）。然而，在错误参考视频队列中获得满分的学生百分比最高。所有三个队列的笔试成绩没有显著差异（p >.05）。
结论
标准程序的教学视频提高了整脊学生的眼科体格检查技能，通过实施错误参考教学视频可能会进一步提高。
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