Loidl Max, Schneider Achim, Keis Oliver, Öchsner Wolfgang, Grab-Kroll Claudia, Lang Gerhard K, Kampmeier Jürgen
Augenklinik, Universitätsklinikum Ulm, Ulm.
Bereich Studium und Lehre, Universität Ulm, Medizinische Fakultät, Ulm.
Klin Monbl Augenheilkd. 2020 May;237(5):689-698. doi: 10.1055/a-0767-7063. Epub 2019 Feb 8.
At the Medical Faculty of the University of Ulm, the learning objectives of ophthalmology are taught to students in a one-week block course in the fourth year of study. According to the National Competency-based Learning Objective Catalogue Medicine (NKLM), one of these learning objectives is the clinical examination of the eye, including the eye fundus examination. In order to best train this expertise as defined in the NKLM, a novel, augmented reality-based training simulator (Eyesi Indirect, VRmagic Holding AG, Mannheim, Germany) was integrated into the teaching at the University Eye Hospital Ulm. During the block week, two key questions were examined: Does the one week block lesson increase interest in ophthalmology? How do students assess the use of an innovative e-learning technology compared to three other classical teaching methods for learning ophthalmoscopy?
MATERIAL/METHODS: As part of the student teaching (block weeks July and October 2016), 292 students were questioned by questionnaire anonymously and on a voluntary basis regarding their assessment of the block week and the training simulator at the beginning and end of the one week event. The ophthalmoscopies were classically practiced on the ophthalmoscope trainer, head model and on fellow students and then performed on the new training simulator.
Overall, there was little interest among the students in ophthalmology. However, the block week helped to increase interest (p < 0.001). The assessments of attractiveness before and after the block week of ophthalmology as a later professional goal and as an optional subject in the practical year were also significantly increased (p < 0.001 or p = 0.031). With regard to the use of e-learning technologies, it was shown that the handling of the simulator for learning ophthalmoscopy was rated more attractive by the students than the classical technology-based teaching methods (all p < 0.01). The joy of learning could only be further increased by practicing on a fellow student (p = 0.051).
The results of the present study show a positive impact of the block week on the attractiveness assessment of the specialty by the participating students. Innovative e-learning methods can increase the enjoyment of learning. However, the training simulator cannot provide a complete replacement of the training on a real person.
在乌尔姆大学医学院，眼科学的学习目标在四年级的为期一周的集中课程中教授给学生。根据德国国家医学基于能力的学习目标目录（NKLM），这些学习目标之一是眼部临床检查，包括眼底检查。为了按照NKLM中定义的最佳方式培养这项专业技能，一种新型的、基于增强现实的训练模拟器（Eyesi Indirect，VRmagic Holding AG，德国曼海姆）被整合到乌尔姆大学眼科医院的教学中。在集中授课周期间，研究了两个关键问题：为期一周的集中课程是否会增加对眼科学的兴趣？与其他三种传统的检眼镜检查教学方法相比，学生如何评价这种创新的电子学习技术的使用？
材料/方法：作为学生教学的一部分（2016年7月和10月的集中授课周），在为期一周的活动开始和结束时，通过问卷调查的方式，对292名学生进行了匿名且自愿的询问，了解他们对集中授课周和训练模拟器的评价。检眼镜检查先是在检眼镜训练器、头部模型和同学身上进行传统练习，然后在新的训练模拟器上进行。
总体而言，学生对眼科学兴趣不大。然而，集中授课周有助于提高兴趣（p < 0.001）。在集中授课周前后，将眼科学作为未来职业目标以及作为实习年选修科目的吸引力评估也显著提高（p < 0.001或p = 0.031）。关于电子学习技术的使用，结果表明，学生认为使用模拟器学习检眼镜检查比传统的基于技术的教学方法更具吸引力（所有p < 0.01）。只有通过在同学身上练习才能进一步提高学习乐趣（p = 0.051）。
本研究结果表明，集中授课周对参与学生对该专业的吸引力评估有积极影响。创新的电子学习方法可以增加学习乐趣。然而，训练模拟器不能完全替代真人训练。
