State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Centre, Sun Yat-sen University, Guagzhou, 510060, Guangzhou, People's Republic of China.
Teaching Reform Research Group, 7#, Jinsui Road, Guangzhou, 510000, China.
BMC Med Educ. 2020 May 19;20(1):158. doi: 10.1186/s12909-020-02073-w.
Before attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students from Sun Yat-sen University had finished two years of premedical education after the six-year medical courses including basic medical courses, clinical medical courses, clerkship, and research training in medical college. Integrated modular teaching using different problem-based teaching methods in ophthalmology was designed by the teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students.
A total of 100 medical students attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled and randomly allocated into 4 groups according to the teaching arrangement. The trainee courses consisted of several sessions delivered in multiple methods, such as "flipped classroom" session and team-based learning session. The pre- and post-class tests were delivered to evaluate the effectiveness of the integrated modular teaching. The satisfaction survey questionnaire was collected from all participants to investigate the degree of satisfaction.
Compared with the first-day-test score, the total last-day-test score was significantly improved by a paired t-test (t = 3.288, P = 0.001). Nineteen students obtained a significant improvement in ranking increased by more than 10 in the last-day-test, whereas they failed to obtain a higher average score for daily performance than other students (t = 0.469, P = 0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered as effective and satisfactory.
Integrated modular teaching in ophthalmology trainee courses is effective and appreciated by the medical college students.
中山大学医学院学生在参加中山眼科中心眼科住院医师培训课程之前，已经完成了六年医学课程中的两年医学预科教育，包括基础医学课程、临床医学课程、实习和医学院的研究培训。中山眼科中心教学指导委员会设计了使用不同基于问题的教学方法的综合模块化教学。本研究旨在评估综合模块化教学在住院医师培训学生中的效果和满意度。
共纳入 100 名在中山眼科中心参加眼科住院医师培训课程的医学生，根据教学安排随机分为 4 组。住院医师培训课程包括多次以多种方式进行的课程，如“翻转课堂”和基于团队的学习课程。通过课前和课后测试来评估综合模块化教学的效果。从所有参与者中收集满意度调查问卷，以调查满意度程度。
与第一天测试成绩相比，配对 t 检验显示总成绩在最后一天测试中显著提高（t=3.288，P=0.001）。19 名学生在最后一天测试中的排名提高了 10 分以上，而他们在日常表现中的平均得分并没有比其他学生高（t=0.469，P=0.654）。根据参与者满意度调查问卷，这些创新教学方法被认为是有效和令人满意的。
眼科住院医师培训课程中的综合模块化教学是有效的，受到医学院学生的欢迎。
