Medical and Social Care Education, University of Leicester, Leicester, UK.
Acta Paediatr. 2013 May;102(5):e205-9. doi: 10.1111/apa.12187. Epub 2013 Feb 27.
Impact assessment of an adjunct to standard teaching on knowledge gain and self-assessed confidence for students undertaking their paediatric attachment and evaluation of an acute breathing difficulties (ABDs) learning package.
Pragmatic cluster randomized controlled trial involving 248 UK medical undergraduates within six paediatric clinical rotations. Intervention groups received an online ABD learning package consisting of symptom-based decision-making pathways underpinned by a ratified ABD evidence-based guideline. Control groups received an online dummy package. Outcome measures were a pre- and post-intervention multiple choice question assessment and confidence questionnaire utilising 5-point Likert scales.
Significant knowledge gain in the intervention group (mean 6.84, 95% CI 5.56-8.12) versus no such difference in the control group, significant improvement in self-assessed confidence in intervention group versus no such difference in control group and significant confidence differences in ABD-specific statements were noted. In the satisfaction questionnaire, the learning content was noted to be new to only 16% participants.
Supplementation of standard teaching with an interactive delivery method resulted in cognitive gain and self-assessed confidence improvement in interaction with children with ABDs. This indicates that a well-designed tool can help prepare students for direct interaction with sick children as a junior clinician.
ISRCTN27499282.
评估标准教学辅助对儿科实习和评估急性呼吸窘迫（ABDs）学习包的学生知识获取和自我评估信心的影响。
涉及六个儿科临床轮转的 248 名英国医学本科生的实用聚类随机对照试验。干预组接受了一个基于症状的决策路径的在线 ABD 学习包，该路径由经过认证的 ABD 循证指南支持。对照组接受了在线虚拟包。结果测量是使用 5 分李克特量表的预干预和后干预多项选择题评估和信心问卷。
干预组的知识显著增加（平均 6.84，95%CI 5.56-8.12），而对照组则没有差异，干预组的自我评估信心显著提高，而对照组则没有差异，并且在 ABD 特异性陈述中观察到了显著的信心差异。在满意度问卷中，只有 16%的参与者认为学习内容是新的。
用互动式教学方法补充标准教学，可提高认知能力和自我评估信心，与患有 ABD 的儿童互动。这表明，一个设计良好的工具可以帮助学生为作为初级临床医生与生病的儿童直接互动做好准备。
ISRCTN27499282。
