Bashir Khalid, Anjum Shahzad, Dewji Mohamed, Khuda Bakhsh Zeenat, Said Wali Hamza, Azad Aftab
Medicine, Qatar University, Doha, QAT.
Emergency Medicine, Hamad Medical Corporation, Doha, QAT.
Cureus. 2021 Dec 22;13(12):e20626. doi: 10.7759/cureus.20626. eCollection 2021 Dec.
Emergency Medicine didactic teaching has traditionally been delivered through face-to-face (F2F) lectures. However, during the pandemic of COVID-19, the didactic teaching was switched to online through using Microsoft Teams. The aim of this study was to assess the impact of online learning in the knowledge and skills acquisition of millennial learners based within emergency medicine.
This was a retrospective review of assessment data. Over a period of 10 months (August 2019 to June 2020), each resident was exposed to traditional F2F teaching for a period of four months and then online teaching in a crossover manner. After each method, there were two types of assessments, multiple-choice questions (MCQs) and computer-based objective structured clinical examination (OSCE). A total of 20 MCQs with one correct answer, totaling 20 marks, and 20 OSCEs consisting of an image or a video with five options, each option carrying one mark, totaling 100 marks were used at each assessment point. A student t-test was used to compare the two groups of results.
The total number of participants was 49 (n=49). All residents belonged to the millennial generation. Fourteen were female and 35 were male. The mean MCQ 1 score after F2F teaching was 12.16 (SD=1.688), whilst the mean MCQ 2 score after online teaching was 13.40 (SD=1.861). The mean computer-based OSCE 1 score after F2F teaching was 64.45 (SD=5.895), whilst the mean OSCE 2 score after online teaching was 65.57 (SD=5.969). Ten out of 49 students (20.4%) failed the MCQ exam after F2F teaching, whilst 6/49 students (12.2%) failed the MCQ test after online teaching. Seven out of 49 students (14.3%) failed the OSCE exam after F2F teaching, while six out of 49 students (12.2%) failed the OSCE exam after online teaching. There was a statistically significant improvement in the MCQ score after online teaching as compared to F2F teaching (P-value 0.0003), whilst there was no statistically significant change in the OSCE between the two-teaching methods (P-value 0.3513).
Both F2F and online teaching methods resulted in a significant improvement in the knowledge and skills of emergency medicine residents. Online education resulted in a statistically significant improvement of MCQ score as compared to F2F teaching. The difference in MCQ score may be due to millennial learners, who traditionally benefit proportionately more from self-learning that is primarily online.
急诊医学的理论教学传统上是通过面对面（F2F）讲座进行的。然而，在新冠疫情期间，理论教学改为通过微软团队进行在线教学。本研究的目的是评估在线学习对急诊医学领域千禧一代学习者知识和技能获取的影响。
这是一项对评估数据的回顾性研究。在10个月的时间里（2019年8月至2020年6月），每位住院医师先接受为期四个月的传统面对面教学，然后以交叉方式接受在线教学。每种教学方法之后，都有两种类型的评估，即多项选择题（MCQ）和基于计算机的客观结构化临床考试（OSCE）。每次评估点使用20道单项选择题，每题1分，共20分；20个OSCE项目，每个项目包含一张图片或一段视频及五个选项，每个选项1分，共100分。使用学生t检验比较两组结果。
参与者总数为49人（n = 49）。所有住院医师均为千禧一代。其中14名女性，35名男性。面对面教学后MCQ 1的平均成绩为12.16（标准差 = 1.688），而在线教学后MCQ 2的平均成绩为13.40（标准差 = 1.861）。面对面教学后基于计算机的OSCE 1的平均成绩为64.45（标准差 = 5.895），而在线教学后OSCE 2的平均成绩为65.57（标准差 = 5.969）。49名学生中有10名（20.4%）在面对面教学后的MCQ考试中不及格，而在线教学后有6/49名学生（12.2%）在MCQ测试中不及格。49名学生中有7名（14.3%）在面对面教学后的OSCE考试中不及格，而在线教学后有6/49名学生（12.2%）在OSCE考试中不及格。与面对面教学相比，在线教学后的MCQ成绩有统计学显著提高（P值0.0003），而两种教学方法在OSCE方面没有统计学显著变化（P值0.3513）。
面对面教学和在线教学方法都使急诊医学住院医师的知识和技能有了显著提高。与面对面教学相比，在线教育使MCQ成绩有统计学显著提高。MCQ成绩的差异可能归因于千禧一代学习者，他们传统上从主要在线的自主学习中获益相对更多。
