评估罗马尼亚一所医学院校用于培训医学生在临床实践中使用床边超声的教学方法。
Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.
作者信息
Florescu Cosmin C, Mullen Jeffrey A, Nguyen Vivian My, Sanders Brooke E, Vu Priscilla Quynh-Phuon
机构信息
University of California Irvine School of Medicine, Irvine, California USA.
出版信息
J Ultrasound Med. 2015 Oct;34(10):1873-82. doi: 10.7863/ultra.14.09028. Epub 2015 Sep 11.
OBJECTIVES
Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching.
METHODS
Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation.
RESULTS
Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively].
CONCLUSIONS
These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills.
目的
医学生的时间有限，因此医学教育的效率备受重视。本研究项目旨在确定在为期1周的培训课程中，向医学生教授床边超声检查的最有效方法。我们假设最佳方法将包括播客教学和实践教学相结合；因此，各种教学方法之间将存在统计学上的显著差异。
方法
医学生被随机分为3组。所有组都参加了一次50分钟的床边超声实践培训课程。第一组学生在实践课程前参加了一次50分钟的现场讲座，而第二组学生观看了一个涵盖与现场讲座相同内容的播客。第三组学生作为对照组，只参加实践课程。课程涵盖了五个主题：（1）超声检查简介，（2）肺部超声，（3）心脏超声，（4）肝胆超声，以及（5）创伤的超声重点评估。学生们在培训前后完成了一份包含20道题的关于基本超声原理的测验。学生们还在评估的实践部分进行了创伤超声重点评估检查。
结果
讲座组学生（n = 21）培训前后测验成绩的正确率从33.6%提高到了72.6%（P <.0001），播客组学生（n = 20）从40.7%提高到了75.5%（P <.0001），对照组学生（n = 23）从37.8%提高到了70.0%（P <.0001）。笔试和实践考试成绩的数据分析显示，各组之间没有显著差异[F(2,61) = 0.885；P =.418；F(2,60) = 1.739；P =.184]。
结论
这些结果表明，这三种方法在教授新手医学生基本超声知识和技能方面同样有效。
Zotero 插件