Department of Pathology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Department of Pharmacology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Adv Physiol Educ. 2019 Sep 1;43(3):378-382. doi: 10.1152/advan.00075.2019.
Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students' feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students' engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.
在大量医学生中学习临床技能具有挑战性。创新性的基于技术的模式正在被评估，以补充有限的医院轮转。我们评估了电子基于问题的学习（PBL）课程中嵌入的与临床技能相关的视听（AV）辅助工具对学生反馈和形成性客观结构化临床考试（OSCE）成绩的有效性。这项混合方法研究在医学学士和外科学士课程的心血管系统模块中进行。AV 辅助工具主要包括异常的胸部听诊声音，与干预组的病例相关联。对照组仅收到临床体征的描述。课程通过内部网平台进行。在模块结束时，通过自我管理问卷从干预组学生和教师那里获得反馈。通过 OSCE 比较干预组和对照组的学习情况。最后，进行焦点小组访谈以探讨偏离预期结果的原因。在 110 名干预组学生中，有 86 名（78%）做出回应。学生们对包括视听辅助工具表示赞赏，平均满意度评分为 4.2（SD 0.8）。他们认为，除了合适和相关外，这些辅助工具还改善了学习环境和对过程的参与度。导师也给出了类似的反馈。然而，OSCE 得分在对照组和干预组之间没有差异。该研究表明，在电子 PBL 课程中加入视听辅助工具提高了学生的参与度和课堂环境，但并未提高基于所学临床技能的诊断能力。
