Younes Nidal A, Al Khader Ali, Odeh Hadeel, Al-Zou'bi Khaled Funjan, Al-Shatanawi Tariq N
Department of Surgery, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan.
Department of Pathology and Forensic Medicine, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan.
Med Sci Educ. 2022 Feb 22;32(2):457-461. doi: 10.1007/s40670-022-01510-3. eCollection 2022 Apr.
The COVID-19 pandemic uncovered innovative approaches in medical education. Modifications are needed to overcome the drawbacks of pure online teaching. Our study aimed at testing a hybrid method of live online practical anatomy sessions in which an element of face-to-face teacher-student interaction is maintained.
We performed an experiment with a one-group design in which medical and medical laboratory sciences students were taught different practical anatomy topics using either purely online or live in front of students teaching sessions (LISTS). Students' performance and perceptions were quantitatively assessed.
For 108 medical laboratory sciences students, the mean quiz scores were significantly higher for the topics taught by the LISTS approach ( = 0.025). For two groups of 13 and 17 medical students, the performance in exams was significantly higher for the topics taught using the LISTS method ( = 0.000 and 0.011, respectively) with large effect sizes. Students' perceptions of preference, enjoyment, and satisfaction were all in favor of LISTS.
Our results confirmed that keeping at least a minimum of interaction between the teacher and students can have a significant improvement in the performance and engagement in practical anatomy sessions for health professionals. The results indicate that the extra effort of LISTS was worth it.
新冠疫情揭示了医学教育中的创新方法。需要进行改进以克服纯在线教学的缺点。我们的研究旨在测试一种混合式实时在线实践解剖课程方法，其中保持了师生面对面互动的元素。
我们采用单组设计进行了一项实验，医学和医学检验科学专业的学生通过纯在线方式或在学生面前进行的实时教学课程（LISTS）学习不同的实践解剖主题。对学生的表现和看法进行了定量评估。
对于108名医学检验科学专业的学生，采用LISTS方法教授的主题的平均测验成绩显著更高（=0.025）。对于两组分别为13名和17名医学专业学生，使用LISTS方法教授的主题在考试中的表现显著更高（分别为=0.000和0.011），效应量较大。学生对偏好、享受程度和满意度的看法均支持LISTS。
我们的结果证实，在健康专业人员的实践解剖课程中，保持师生之间至少最低限度的互动可以显著提高表现和参与度。结果表明，LISTS的额外努力是值得的。
