学生驱动的虚拟患者应用程序对客观结构化临床考试成绩的影响：观察性研究。

Impact of a Student-Driven, Virtual Patient Application on Objective Structured Clinical Examination Performance: Observational Study.

作者信息

Bergeron David, Champagne Jean-Nicolas, Qi Wen, Dion Maxime, Thériault Julie, Renaud Jean-Sébastien

机构信息

Faculté de médecine, Université Laval, Québec, QC, Canada.

Département de mathématiques et statistiques, Université Laval, Québec, QC, Canada.

出版信息

J Med Internet Res. 2018 Feb 22;20(2):e60. doi: 10.2196/jmir.7548.

DOI:10.2196/jmir.7548

PMID:29472175

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5843791/

Abstract

BACKGROUND

Peer-assisted learning (PAL) refers to a learning activity whereby students of similar academic level teach and learn from one another. Groupe de perfectionnement des habiletés cliniques (Clinical Skills Improvement Group), a student organization at Université Laval, Canada, propelled PAL into the digital era by creating a collaborative virtual patient platform. Medical interviews can be completed in pairs (a student-patient and a student-doctor) through an interactive Web-based application, which generates a score (weighted for key questions) and automated feedback.

OBJECTIVES

The aim of the study was to measure the pedagogical impact of the application on the score at medical interview stations at the summative preclerkship Objective Structured Clinical Examination (OSCE).

METHODS

We measured the use of the application (cases completed, mean score) in the 2 months preceding the OSCE. We also accessed the results of medical interview stations at the preclerkship summative OSCE. We analyzed whether using the application was associated with higher scores and/or better passing grades (≥60%) at the OSCE. Finally, we produced an online form where students could comment on their appreciation of the application.

RESULTS

Of the 206 students completing the preclerkship summative OSCE, 170 (82.5%) were registered users on the application, completing a total of 3133 cases (18 by active user in average, 7 minutes by case in average). The appreciation questionnaire was answered online by 45 students who mentioned appreciating the intuitive, easy-to-use, and interactive design, the diversity of cases, and the automated feedback. Using the application was associated with reduced reported stress, improved scores (P=.04), and improved passing rates (P=.11) at the preclerkship summative OSCE.

CONCLUSIONS

This study suggests that PAL can go far beyond small-group teaching, showing students' potential to create helpful pedagogical tools for their peers.

摘要

背景

同伴辅助学习（PAL）是指学术水平相近的学生相互教学和学习的一种学习活动。加拿大拉瓦尔大学的一个学生组织——临床技能提升小组（Groupe de perfectionnement des habiletés cliniques）通过创建一个协作式虚拟患者平台，将同伴辅助学习带入了数字时代。医学访谈可以通过一个基于网络的交互式应用程序以两人一组的形式完成（一名学生扮演患者，一名学生扮演医生），该程序会生成一个分数（根据关键问题加权）和自动反馈。

目的

本研究的目的是衡量该应用程序对期末实习前客观结构化临床考试（OSCE）中医学访谈站分数的教学影响。

方法

我们在OSCE前的2个月内测量了该应用程序的使用情况（完成的病例数、平均分数）。我们还获取了实习前期末OSCE中医学访谈站的结果。我们分析了使用该应用程序是否与OSCE中更高的分数和/或更好的及格成绩（≥60%）相关。最后，我们制作了一份在线表格，学生可以在上面评论他们对该应用程序的评价。

结果

在完成实习前期末OSCE的206名学生中，170名（82.5%）是该应用程序的注册用户，总共完成了3133个病例（平均每个活跃用户完成18个，每个病例平均用时7分钟）。45名学生在线回答了评价问卷，他们提到欣赏该应用程序直观、易用和交互式的设计、病例的多样性以及自动反馈。在实习前期末OSCE中，使用该应用程序与报告的压力减轻、分数提高（P = 0.04）和及格率提高（P = 0.11）相关。