Department of Public Health and Family Medicine, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan.
Department of Pathology and Microbiology, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan.
PeerJ. 2022 Jan 21;10:e12824. doi: 10.7717/peerj.12824. eCollection 2022.
Stem cell science is rapidly developing with the potential to alleviate many non-treatable diseases. Medical students, as future physicians, should be equipped with the proper knowledge and attitude regarding this hopeful field. Interactive teaching, whereby the teachers actively involve the students in the learning process, is a promising approach to improve their interest, knowledge, and team spirit. This study aims to evaluate the effectiveness of an interactive teaching intervention on medical students' knowledge and attitudes about stem cell research and therapy.
A pre-post test study design was employed. A six-session interactive teaching course was conducted for a duration of six weeks as an intervention. Pre- and post-intervention surveys were used. The differences in the mean scores of students' knowledge and attitudes were examined using paired t-test, while gender differences were examined using an independent t-test.
Out of 71 sixth-year medical students from different nationalities invited to participate in this study, the interactive teaching course was initiated by 58 students resulting in a participation rate of 81.7%. Out of 58 students, 48 (82.8%) completed the entire course. The mean age (standard deviation) of students was 24 (1.2) years, and 32 (66.7%) were males. The results showed poor knowledge about stem cells among the medical students in the pre-intervention phase. Total scores of stem cell-related knowledge and attitudes significantly improved post-intervention. Gender differences in knowledge and attitudes scores were not statistically significant post-intervention.
Integrating stem cell science into medical curricula coupled with interactive learning approaches effectively increased students' knowledge about recent advances in stem cell research and therapy and improved attitudes toward stem cell research and applications.
干细胞科学发展迅速，有潜力缓解许多无法治疗的疾病。作为未来的医生，医学生应该具备适当的知识和态度来了解这个充满希望的领域。互动式教学是一种很有前途的方法，它可以让教师积极地让学生参与到学习过程中，从而提高他们的兴趣、知识和团队精神。本研究旨在评估互动式教学干预对医学生对干细胞研究和治疗的知识和态度的有效性。
采用前后测试设计。为期六周的六次互动式教学课程作为干预措施。在干预前后进行调查。使用配对 t 检验检查学生知识和态度的平均得分差异，而使用独立 t 检验检查性别差异。
在邀请参加这项研究的 71 名不同国籍的六年级医学生中，有 58 名学生参加了互动式教学课程，参与率为 81.7%。在 58 名学生中，有 48 名（82.8%）完成了整个课程。学生的平均年龄（标准差）为 24（1.2）岁，其中 32 名（66.7%）为男性。结果显示，医学生在干预前对干细胞的了解较差。干细胞相关知识和态度的总分在干预后显著提高。干预后，知识和态度得分的性别差异无统计学意义。
将干细胞科学纳入医学课程，并结合互动式学习方法，有效地提高了学生对干细胞研究和治疗最新进展的知识，并改善了他们对干细胞研究和应用的态度。
