Jellouli Manel, Ben Hamida Emira, Hammi Yousra, Ferjani Meriem, Gargah Tahar
Tunis Med. 2018 Mar;96(3):161-164.
Teaching by the Clarification, Illustration, Application and Participation of Students (CIAP) approach is a method of participatory pedagogy that helps active learning to help the learner understand and integrate the new Knowledge to be able to apply them. The objectives of this work were to describe the conduct of a CIAP session and to evaluate this method of learning among students.
The session took place in a room in the Forensic Medicine Department of the Charles Nicolle Hospital in Tunis on April 18, 2017 for 60 minutes. Our population was made up of DCEM2 students undergoing pediatrics and neonatology at the Charles Nicolle Hospital. The chosen topic was post-infectious acute glomerulonephritis. The assessment consisted in a written test given at baseline before the teaching sessions and repeated immediately afterwards. Students were also asked to grade the quality of the teaching received.
In total, 13/22 students were present. Clarifications were given at the request of the students. The illustration showed capillary proliferation and extra-capillary proliferation. Clinical cases have sparked a lot of interaction. All the students participated in the session: seven of them participated actively, the other six were solicited to participate. Pre-test scores varied from 2/10 to 7/10. Post-test scores ranged from 4/10 to 10/10. The mean score for the pre-test was 4.61 ± 1.6 and, the mean score for the post-test was 8.23 ± 2.31 / 10, the difference being statistically significant (p = 0.03). For students, the choices of educational objectives were relevant and were achieved, the session was coherent with the professional reality and brought new knowledge. The majority of students felt that there was good interaction. All students were satisfied with listening to the teacher and her answers to their questions. All students reported that the CIAP session provided them with a better clarification of the theoretical course, a sufficient illustration, and enabled them to participate actively in teaching. The students reported that there was a good application of the theoretical course.
The CIAP session improved student knowledge. The students were generally satisfied with this teaching.
通过学生的澄清、举例、应用和参与（CIAP）进行教学是一种参与式教学方法，有助于促进主动学习，帮助学习者理解和整合新知识，从而能够应用这些知识。这项工作的目的是描述一次CIAP课程的开展情况，并评估学生对这种学习方法的评价。
该课程于2017年4月18日在突尼斯查尔斯·尼科勒医院法医学部的一个房间内进行，时长60分钟。参与人群为在查尔斯·尼科勒医院学习儿科学和新生儿学的DCEM2学生。所选主题是感染后急性肾小球肾炎。评估包括在教学课程开始前进行一次书面测试，并在之后立即重复进行。学生们还被要求对所接受教学的质量进行评分。
共有13/22名学生出席。应学生要求进行了澄清。举例展示了毛细血管增生和毛细血管外增生。临床病例引发了大量互动。所有学生都参与了课程：其中7人积极参与，另外6人被邀请参与。测试前分数从2/10到7/10不等。测试后分数从4/10到10/10不等。测试前的平均分数为4.61±1.6，测试后的平均分数为8.23±2.31/10，差异具有统计学意义（p = 0.03）。对学生来说，教育目标的选择是相关的且得以实现，课程与专业实际相符并带来了新知识。大多数学生认为互动良好。所有学生对倾听老师讲课以及老师对他们问题的回答感到满意。所有学生都表示CIAP课程让他们对理论课程有了更好的理解、有了充分的举例说明，并使他们能够积极参与教学。学生们表示理论课程得到了很好的应用。
CIAP课程提高了学生的知识水平。学生们总体上对这种教学方式感到满意。
