Kington Amanda, Cooley Keiko, Sandip Jain, Fowler Lauren, Black Asa, Mohammed Khalil, Ingiaimo Melinda, Scoles Kimberly, Troup Chris, Madeline Lee, Lowther Ervin, Nathaniel Thomas I
School of Medicine-Greenville, University of South Carolina, Greenville, SC 29605 USA.
PRISMA Health, Greenville, SC USA.
Med Sci Educ. 2020 Jun 9;30(3):1177-1185. doi: 10.1007/s40670-020-00989-y. eCollection 2020 Sep.
The integration of patient encounters into the first year of the medical school curriculum is known to be of vital importance in the development of critical thinking and communication skills. We investigated whether exposure of first year medical students to patient encounters during a first year medical school neuroscience course result in a high level of motivation associated with the clinical encounter, and whether this high level of motivation translates to higher academic performance as measured by their performance on formative and summative examinations.
First year medical students interacted with patients presenting with different neurological disorders in a small group informal session. Following the small group interactions with patients, students participated in a large group debriefing session involving discussions with peers, biomedical sciences faculty, and clinicians. Students then completed a survey designed to assess their motivation in correspondence with the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. These results were then correlated with students' performance in the neuroscience examinations.
The total mean score was high for all categories of the ARCS model of motivation (4.26/5) and was highest for Relevance (4.46/5). When these motivation scores were correlated with students' performance on the formative and summative examinations, a significant positive correlation was found between motivation and performance on both the formative ( = 0.85) and summative ( = 0.95) neuroscience examinations.
Encounters with patients presenting with neurological disorders during a first year medical neuroscience course result in a high level of motivation associated with the clinical encounter, and this was positively correlated with their academic performance.
将患者接触融入医学院课程的第一年，对于批判性思维和沟通技巧的培养至关重要。我们调查了医学院一年级神经科学课程中，一年级医学生接触患者是否会产生与临床接触相关的高度积极性，以及这种高度积极性是否会转化为更高的学业成绩，这通过他们在形成性和总结性考试中的表现来衡量。
一年级医学生在小组非正式会议中与患有不同神经系统疾病的患者进行互动。在与患者进行小组互动之后，学生们参加了一个大型的汇报会议，会议包括与同龄人、生物医学科学教师和临床医生的讨论。然后，学生们完成了一项旨在根据注意力、相关性、信心和满意度（ARCS）动机模型评估他们动机的调查。然后将这些结果与学生在神经科学考试中的表现相关联。
ARCS动机模型所有类别的总平均分都很高（4.26/5），相关性类别最高（4.46/5）。当这些动机分数与学生在形成性和总结性考试中的表现相关联时，发现动机与形成性（=0.85）和总结性（=0.95）神经科学考试的表现之间存在显著正相关。
在医学院一年级神经科学课程中与患有神经系统疾病的患者接触，会产生与临床接触相关的高度积极性，并且这与他们的学业成绩呈正相关。
