Basnak Jesse, Ortynski Jennifer, Chow Meghan, Nzekwu Emeka
University of Calgary, Alberta, Canada.
University of Alberta, Alberta, Canada.
Can Med Educ J. 2017 Feb 24;8(1):e59-e66. eCollection 2017 Feb.
Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).
A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.
Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.
Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.
由于时间和资源的限制，医学课程可能无法为见习前的学生提供足够的临床技能实践机会。为了解决这一问题，阿尔伯塔大学的医学生开展了一项数字对等学习倡议。该倡议评估了学生是否可以在课外实践客观结构化临床考试（OSCE）中从同伴那里学习临床技能。
共有144名一年级医学生参与。学生编写病例情景，由医生进行审核。学生在实践OSCE中演绎病例，分别扮演患者、医生和评估者。完成了口头和电子评估。使用一个数字平台来自动化这一过程。发放调查问卷以评估学生对其体验的看法。
75%的参与者表示，除了医学院课程提供的机会外，他们还需要实践患者病史和体格检查的机会。所有参与者都认为课外实践OSCE满足了这一需求。大多数参与者还认为数字平台高效且易于使用。
学生们发现实践OSCE和数字平台对学习临床技能有效。因此，对等学习和计算机自动化可以成为传统医学课程的有用辅助手段。
