计算机辅助教学对健康科学专业学生和学员进行体格检查教学的有效性：一项系统评价和荟萃分析

The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis.

作者信息

Tomesko Jennifer, Touger-Decker Riva, Dreker Margaret, Zelig Rena, Parrott James Scott

机构信息

Department of Nutritional Sciences, School of Health Professions, Rutgers, The State University of New Jersey, Newark, NJ, USA.

George F. Smith Library of the Health Sciences, Rutgers, The State University of New Jersey, Newark, NJ, USA.

出版信息

J Med Educ Curric Dev. 2017 Jul 14;4:2382120517720428. doi: 10.1177/2382120517720428. eCollection 2017 Jan-Dec.

PURPOSE

To explore knowledge and skill acquisition outcomes related to learning physical examination (PE) through computer-assisted instruction (CAI) compared with a face-to-face (F2F) approach.

METHOD

A systematic literature review and meta-analysis published between January 2001 and December 2016 was conducted. Databases searched included Medline, Cochrane, CINAHL, ERIC, Ebsco, Scopus, and Web of Science. Studies were synthesized by study design, intervention, and outcomes. Statistical analyses included DerSimonian-Laird random-effects model.

RESULTS

In total, 7 studies were included in the review, and 5 in the meta-analysis. There were no statistically significant differences for knowledge (mean difference [MD] = 5.39, 95% confidence interval [CI]: -2.05 to 12.84) or skill acquisition (MD = 0.35, 95% CI: -5.30 to 6.01).

CONCLUSIONS

The evidence does not suggest a strong consistent preference for either CAI or F2F instruction to teach students/trainees PE. Further research is needed to identify conditions which examine knowledge and skill acquisition outcomes that favor one mode of instruction over the other.