Mayorga Eduardo P, Bekerman Jesica G, Palis Ana G
Department of Ophthalmology, International Council of Ophthalmology, Italian Hospital of Buenos Aires, Buenos Aires, Argentina.
Department of Ophthalmology, Cornea and Refractive Surgery, Italian Hospital of Buenos Aires, Buenos Aires, Argentina.
Middle East Afr J Ophthalmol. 2014 Apr-Jun;21(2):123-7. doi: 10.4103/0974-9233.129756.
To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking.
Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents.
This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning.
This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively.
描述在线研讨会（网络研讨会）在改善住院医师学习体验及培养批判性思维方面的应用。
2012年4月至2013年2月期间为住院医师开展了61场在线研讨会（网络研讨会）。住院医师在与主讲人同一房间或从远程地点参加讲座。住院医师使用个人电脑、平板电脑或智能手机与主讲人互动。他们能够提问并回答讲师的多项选择题或开放式问题。讲座环节包括：（1）临床主题专家展示一个临床病例；（2）讲师就问题解决过程提出开放式和多项选择题；（3）参与者单独回答问题；（4）参与者收到关于其答案的反馈；（5）就学习目标和内容进行简短讲解，同时促进互动参与；（6）讲座配有工作文档。
这种方法有助于探索科学知识的学习以及获得其他医学能力（如患者护理、人际和沟通技能以及职业素养）。问答活动和即时反馈使与会者有机会积极参与会议、思考主题、纠正概念错误并锻炼批判性思维。所有这些因素都是学习所必需的。
这种便于互动、积极参与和即时反馈的模式可使学习者更有效地获取知识。
