Midlands Regional Hospital Tullamore, Co. Offaly, Ireland; Royal College of Surgeons, Ireland; University College Dublin, Belfield, Ireland.
Midlands Regional Hospital Tullamore, Co. Offaly, Ireland; Royal College of Surgeons, Ireland; University College Dublin, Belfield, Ireland.
J Surg Res. 2022 Feb;270:261-265. doi: 10.1016/j.jss.2021.09.029. Epub 2021 Sep 30.
The social distancing recommendations from the WHO during the pandemic has resulted in a pivot point in the delivery of medical education. With the medical student clinical experience constantly under threat; novel methods to maintain adequate surgical patient exposure and student interaction on a platform amenable to the interactive format required were devised using a virtual platform to compliment current pedagogical approaches.
A parallel randomized controlled trial evaluated the perceived use of remote learning in place of bedside teaching. Participants were randomized to undergo surgical bedside teaching in person or virtually. Feedback questionnaires and exit interviews carried out following each session. Content analysis of transcripts was performed to evaluate the presence and quality of perceived learning, benefits and limitations to each modality.
Feedback demonstrated greater engagement, satisfaction, involvement and learning (P < 0.001) in the bedside teaching group. Content analysis yielded three main themes; Technological, Interpersonal Component, Provision of Content. Participants in the virtual group reported a limited ability to elicit clinically relevant findings in surgical patients. Students however reported the virtual teaching was an acceptable method of learning with 90% satisfaction reported for learning via the virtual platform.
The pandemic posed challenges to adequate student-patient exposure. Delivering surgical bedside teaching remotely is a method amenable to learning for students, with advantages including convenience, fewer reports of information fatigue, and decreased perceived pressure identified with this learning modality.
世界卫生组织在大流行期间提出的保持社交距离建议，导致了医学教育方式的重大转变。由于医学生的临床经验不断受到威胁；因此，人们设计了新的方法，以利用虚拟平台来维持足够的外科患者接触和学生互动，以适应互动式教学所需的平台，从而补充当前的教学方法。
一项平行随机对照试验评估了远程学习替代床边教学的效果。参与者被随机分配进行面对面或虚拟的外科床边教学。在每次课程结束后进行反馈问卷调查和面试。对转录本进行内容分析，以评估感知学习的存在和质量、每种模式的优势和局限性。
反馈表明，在床边教学组中，学生的参与度、满意度、投入度和学习效果更高（P<0.001）。内容分析产生了三个主题：技术、人际交往、内容提供。虚拟组的参与者报告说，他们在外科患者中获取临床相关发现的能力有限。然而，学生们报告说，虚拟教学是一种可以接受的学习方法，90%的学生对通过虚拟平台进行学习感到满意。
大流行给学生与患者充分接触带来了挑战。远程进行外科床边教学是一种适合学生学习的方法，具有便利性、信息疲劳报告较少以及与这种学习模式相关的感知压力降低等优势。
