Texas Tech University School of Medicine, Lubbock, TX, USA.
J Pediatr Gastroenterol Nutr. 2013 Feb;56(2):161-5. doi: 10.1097/MPG.0b013e31825677d7.
Asynchronous learning, using Web-based instruction, is developing a growing role in medical education. Restrictions on resident work hours continue to require restructuring of formal educational activities in many programs. The objectives of this curriculum development project was to determine whether using blended learning with case-based online modules supplemented by faculty-facilitated case discussion was effective and well received.
The pediatric gastroenterology curriculum, completed during a 4-week subspecialty rotation, consists of 8 case-based online modules and four 1-hour didactic sessions. The curriculum was pilot tested using a 1-group, pretest/posttest design as well as a survey to assess both knowledge acquisition and learner satisfaction. Resident evaluations of the rotation were examined during a 4-year pre- and postimplementation period.
Twenty-one learners participated in pilot testing of the curriculum. After completing the curriculum, there was a significant improvement in post-test medical knowledge scores (pretest 73%, posttest 92%, P < 0.001). The satisfaction survey showed that learners were highly satisfied with the course format, and this teaching method was actually preferred to more traditional methods of teaching. Pilot learners reported increased comfort in caring for patients with gastrointestinal complaints. Evaluations of the gastroenterology rotation improved significantly across multiple domains in the years after implementation of the curriculum.
This curriculum, which uses online teaching reinforced by faculty-facilitated case discussion, was both effective and well received by learners. The implementation of this curriculum appears to have had sustained beneficial effects on the learning environment beyond the simple acquisition of medical knowledge.
基于网络的异步学习在医学教育中发挥着越来越重要的作用。住院医师工作时间的限制继续要求许多项目重新构建正式的教育活动。本课程开发项目的目的是确定使用混合学习（基于案例的在线模块与教师主导的案例讨论相结合）是否有效且受到欢迎。
儿科胃肠病学课程在为期 4 周的亚专科轮转中完成，包括 8 个基于案例的在线模块和 4 个 1 小时的讲座。该课程使用 1 组预测试/后测试设计以及一项调查进行了试点测试，以评估知识获取和学习者满意度。在实施前和实施后的 4 年期间，检查住院医师对轮转的评估。
21 名学习者参加了课程的试点测试。完成课程后，医学知识得分在后测中显著提高（前测 73%，后测 92%，P <0.001）。满意度调查显示，学习者对课程格式非常满意，这种教学方法实际上比传统的教学方法更受欢迎。试点学习者报告说，在处理胃肠道投诉患者时，他们的舒适度有所提高。在课程实施后的几年中，胃肠病学轮转的评估在多个领域都有了显著的提高。
本课程使用在线教学，并通过教师主导的案例讨论进行强化，既有效又受到学习者的欢迎。该课程的实施似乎对学习环境产生了持续的有益影响，不仅仅是简单地获取医学知识。
