临床流行病学与生物统计学的创新混合式临床前课程：对学生满意度和表现的影响
An Innovative Blended Preclinical Curriculum in Clinical Epidemiology and Biostatistics: Impact on Student Satisfaction and Performance.
作者信息
Evans Kambria H, Thompson Atalie C, O'Brien Colin, Bryant Madika, Basaviah Preetha, Prober Charles, Popat Rita A
机构信息
K.H. Evans is director of education and quality improvement, Department of Medicine, Stanford University, Stanford, California. A.C. Thompson is a first-year resident, Duke Ophthalmology Residency Training Program, Durham, North Carolina. C. O'Brien is a fourth-year medical student, Stanford University, Stanford, California. M. Bryant is administrative director, Office of Medical Education, Stanford University, Stanford, California. P. Basaviah is clinical associate professor, Department of Medicine, Stanford University, Stanford, California. C. Prober is professor, Department of Pediatrics, Stanford University, Stanford, California. R.A. Popat is clinical associate professor, Department of Health Research and Policy, Stanford University, Stanford, California.
出版信息
Acad Med. 2016 May;91(5):696-700. doi: 10.1097/ACM.0000000000001085.
PROBLEM
There is little understanding of the impact of teaching clinical epidemiology and biostatistics in a flipped or blended format. At Stanford University School of Medicine, the quantitative medicine (QM) curriculum for first-year students was redesigned to use a blended format, in response to student feedback.
APPROACH
The blended QM curriculum introduced in 2013 integrated self-paced, online learning with small-group collaborative learning. The authors analyzed the blended format's impact on student satisfaction and performance, comparing the pilot cohort of students (n = 101) with students who took the traditional curriculum in 2011 and 2012 (n = 178). They also analyzed QM resource utilization in 2013.
OUTCOMES
The blended curriculum had a positive impact on satisfaction and mastery of core material. Comparing the 2013 blended cohort with the 2011-2012 traditional cohort, there were significant improvements in student satisfaction ratings (overall, P < .0001; organization, P < .0001; logical sequence, P = .008; value of content, P < .0001). The mean (SD) overall satisfaction rating for small-group sessions increased: 3.40 (1.03) in 2013 versus 2.79 (1.00) in 2011 and 2.83 (1.06) in 2012. Performance on the QM final exam showed no significant changes in 2013 versus 2011 and 2012. The majority of students in 2013 reported using the QM online videos as their primary learning resource (69%-85% across modules).
NEXT STEPS
The positive impact of the curricular elements studied will inform continued development of the QM curriculum. Features of the curriculum could serve as a model for future blended courses.
问题
对于以翻转课堂或混合式教学形式教授临床流行病学和生物统计学的影响，人们了解甚少。在斯坦福大学医学院，应学生反馈，对一年级学生的定量医学（QM）课程进行了重新设计，采用混合式教学形式。
方法
2013年引入的混合式QM课程将自主在线学习与小组协作学习相结合。作者分析了混合式教学形式对学生满意度和成绩的影响，将试点学生群体（n = 101）与2011年和2012年参加传统课程的学生（n = 178）进行了比较。他们还分析了2013年QM资源的利用情况。
结果
混合式课程对学生对核心材料的满意度和掌握程度产生了积极影响。将2013年的混合式教学群体与2011 - 2012年的传统教学群体进行比较，学生满意度评分有显著提高（总体，P <.0001；组织，P <.0001；逻辑顺序，P =.008；内容价值，P <.0001）。小组课程的平均（标准差）总体满意度评分有所提高：2013年为3.40（1.03），2011年为2.79（1.00），2012年为2.83（1.06）。2013年QM期末考试成绩与2011年和2012年相比无显著变化。2013年的大多数学生报告将QM在线视频作为主要学习资源（各模块为69% - 85%）。
下一步
所研究的课程元素的积极影响将为QM课程的持续发展提供参考。该课程的特点可为未来的混合式课程提供范例。
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