Rehan Rabiya, Farooqi Lubna, Khan Hira, Rehman Rehana
Department of Physiology, Bahria University Medical and Dental College, Karachi Campus, Pakistan.
Department of Physiology, Fatima Jinnah Medical University, Lahore, Pakistan.
J Pak Med Assoc. 2017 Feb;67(2):196-199.
To compare perception of students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials.
The cross-sectional study was carried out from January 2012 to November 2013 at Bahria University Medical and Dental College, Karachi. The perception of medical students on usefulness of interactive tutorials and clinically-oriented problem-solving tutorials was acquired through a questionnaire distributed to medical students having completed the first two years of studies. The responses on various aspects of learning of physiology were acquired on a scale of poor, good or excellent. The learning abilities and acquired skills were compared in terms of not at all, to some extent, and to great extent. Data was analysed using SPSS 15.
Of the hundred students initially enrolled, complete response was obtained from 83(83%). Of them, 47(57%) were females. There was significant difference in understanding of structure and function by clinically-oriented problem-solving tutorials (p=0.04). The students preferred clinically-oriented problem-solving tutorials as far as understating of difficult concepts was concerned (p<0.01). Presentation skills were improved by interactive tutorials (p=0.02) whereas clinical reasoning skills acquired by clinically-oriented problem-solving tutorials was found to be significantly better (p<0.05). Both tutorials helped in the learning of content of Physiology.
Clinical reasoning skills were acquired more by clinically-oriented problem-solving tutorials that helped in better understanding of structure and functions.
比较学生对交互式教程和临床导向型问题解决教程实用性的看法。
2012年1月至2013年11月在卡拉奇的巴哈里亚大学医学院和牙科学院开展了这项横断面研究。通过向已完成前两年学业的医学生发放问卷，了解他们对交互式教程和临床导向型问题解决教程实用性的看法。以差、好或优的等级获取学生对生理学学习各个方面的反馈。从完全没有、一定程度上和很大程度上对学习能力和所获得的技能进行比较。使用SPSS 15对数据进行分析。
最初招募的100名学生中，83名（83%）给出了完整回复。其中，47名（57%）为女性。临床导向型问题解决教程在对结构和功能的理解方面存在显著差异（p = 0.04）。就对难点概念的理解而言，学生更喜欢临床导向型问题解决教程（p < 0.01）。交互式教程提高了表达能力（p = 0.02），而临床导向型问题解决教程所培养的临床推理能力明显更好（p < 0.05）。两种教程都有助于生理学内容的学习。
临床导向型问题解决教程能更多地培养临床推理能力，有助于更好地理解结构和功能。
