Pandya Aashish, Mistry Dylan, Owens David
Medical Education Department, School of Medicine, Cardiff University, Cardiff, United Kingdom.
Medical Education Department, University Hospital Wales, Cardiff, United Kingdom.
Surg J (N Y). 2021 Sep 14;7(3):e259-e264. doi: 10.1055/s-0041-1733992. eCollection 2021 Jul.
Medical schools in the United Kingdom are under increasing pressure to provide more streamlined, applicable teaching due to rising numbers of trainee doctors but are failing to meet their educational need for otolaryngology. The recent novel coronavirus disease 2019 (COVID-19) pandemic has placed additional pressures on medical schools to adapt the medium over which the curriculum is delivered. The use of tactile learning with three-dimensional models and distanced learning via videoconferencing may provide alternative teaching methods to meet otolaryngology undergraduate learning requirements. This pilot study aimed to assess the differences in undergraduate student attitudes toward tactile learning via nontactile distanced learning and review their acceptability among this cohort. Two groups of medical students observed a single educational event on the larynx and management of the airway. The learning opportunity was delivered in a lecture format with the lecturer demonstrating on an anatomical model of the larynx. Group one (tactile group) had an identical model to interact with during the lecture and were present within the lecture theater; group two (nontactile group) did not and observed the lecture via video link. Students were asked to rank their opinion to several statements about the session based on an 11-point Likert's scale and give qualitative feedback. All ranked feedback was mainly positive. Tactile learning was statistically equivalent to nontactile learning based on the ranked feedback from the students, except for "improvement in anatomical knowledge," for which the students believed tactile learning was superior ( = 0.017). A variety of qualitative feedback was received by both groups. This pilot study provides evidence for the acceptability among students of the use of nontactile distanced learning to deliver the otolaryngology undergraduate curriculum compared with tactile learning. This can provide the basis for larger studies to assess the educational impact of these different teaching methods.
由于实习医生数量不断增加，英国的医学院在提供更精简、实用的教学方面面临着越来越大的压力，但却未能满足学生对耳鼻喉科学的教育需求。最近的2019年新型冠状病毒病（COVID-19）大流行给医学院带来了额外压力，要求其调整课程授课方式。使用三维模型进行触觉学习以及通过视频会议进行远程学习可能提供替代教学方法，以满足耳鼻喉科本科学习要求。这项试点研究旨在评估本科生对通过非触觉远程学习进行触觉学习的态度差异，并评估该群体对其的接受程度。
两组医学生观看了一个关于喉部及气道管理的单一教育活动。学习机会以讲座形式提供，讲师在喉部解剖模型上进行演示。第一组（触觉组）在讲座期间有一个相同的模型可供互动，并且在讲堂内；第二组（非触觉组）没有模型，通过视频链接观看讲座。要求学生根据11点李克特量表对关于该课程的几个陈述进行意见排名，并给出定性反馈。
所有排名反馈大多是积极的。根据学生的排名反馈，触觉学习在统计学上与非触觉学习相当，但在“解剖学知识的提高”方面，学生认为触觉学习更具优势（P = 0.017）。两组都收到了各种定性反馈。
这项试点研究提供了证据，表明与触觉学习相比，学生对使用非触觉远程学习来教授耳鼻喉科本科课程的接受程度。这可以为更大规模的研究提供基础，以评估这些不同教学方法的教育影响。
