Darr Andrew, Regan Jenna, Berrocal Yerko
Department of Health Sciences Education and Pathology, University of Illinois College of Medicine Peoria, Peoria, IL 61605 USA.
Med Sci Educ. 2021 Aug 31;31(6):1747-1750. doi: 10.1007/s40670-021-01378-9. eCollection 2021 Dec.
Anecdotal evidence suggests learners experience fatigue and burnout from multiple hours on virtual platforms. We compared summative exam performance data of second year preclinical medical students in a medical neuroscience course over consecutive years in which interactive synchronous activities occurred in-person (2019) or entirely online (2020). Exam items that assessed interactive, synchronously delivered content in 2020 had mean scores that were significantly lower than 2019. Interestingly, summative exam performance in the preceding course showed no appreciable difference. Taken together, our findings suggest that prolonged use of virtual platforms in preclinical medical education might negatively impact the efficacy of synchronous learning.
轶事证据表明，学习者在虚拟平台上长时间学习会感到疲劳和倦怠。我们比较了连续几年医学神经科学课程中临床前二年级医学生的结业考试成绩数据，其中2019年互动同步活动是面授，2020年则完全在线。2020年评估互动式同步授课内容的考试项目平均分数显著低于2019年。有趣的是，前一门课程的结业考试成绩没有明显差异。综合来看，我们的研究结果表明，临床前医学教育中长时间使用虚拟平台可能会对同步学习的效果产生负面影响。
