AwangHarun Sakinah, Md Hashim Noorjahan Haneem, Kadiman Suhaini
IJN College, National Heart Institute, Kuala Lumpur, Malaysia.
Department of Anesthesiology, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia.
Front Surg. 2022 Apr 4;9:749092. doi: 10.3389/fsurg.2022.749092. eCollection 2022.
A Malaysian Higher Education Provider has applied technology as part of its pedagogical approach, in alignment with Education 4. 0. The use of simulation, which aligns with the principles of Education 4.0, employs digital technologies and supports learning by bridging the classroom and the clinical areas. We reported the effectiveness of learning in our program that utilizes multimodal pedagogy, including interactive lectures, pre-recorded video lectures, simulation, and hands-on supervised clinical sessions, using the program's cumulative assessment data.
This program evaluation was based on Kirkpatrick's framework. End-points for learning (Kirkpatrick level 2) were analyzed based on improved overall post-test theoretical and clinical assessment performance. Quantitative data analysis of theoretical pre-test, theoretical post-test, clinical assessment, and post-test scores was performed to compare cohorts.
The performance of 19 trainees, over six cohorts from 2012 to 2019, were analyzed. All our trainees had equal opportunities to learn using the multimodal pedagogy, including a simulator. The analysis of pre- and post-theoretical test scores showed a significant improvement in the mean scores (pre-test 48.7% (± 9), post-test 64.1% (± SD11.5); ≤ 0.001). Overall, 19 out of 21 trainees completed the clinical assessment and case presentation satisfactorily.
The Kirkpatrick framework served as a useful framework to perform the evaluation of the TEE program. The significant improvement in post-test scores, when compared with pre-test scores, suggested that the program is effective with regard to learning. As part of a multimodal pedagogy, simulation has proven to be an added value to our training program, and this was reflected by the improvement in the clinical assessment scores when compared to the pre-test scores. This result aligned with the concept of technology-enhanced learning in Education 4.0, where simulation in TEE training is applicable in the Malaysian context.
一家马来西亚高等教育机构将技术作为其教学方法的一部分，与教育4.0保持一致。模拟的使用符合教育4.0的原则，采用数字技术，并通过连接课堂和临床区域来支持学习。我们利用该项目的累积评估数据，报告了我们项目中利用多模态教学法（包括互动讲座、预录制视频讲座、模拟和实践监督临床课程）的学习效果。
本项目评估基于柯克帕特里克框架。根据整体后测理论和临床评估表现的改善情况，分析学习的终点（柯克帕特里克二级）。对理论前测、理论后测、临床评估和后测分数进行定量数据分析，以比较不同队列。
分析了2012年至2019年六个队列中19名学员的表现。我们所有的学员都有平等的机会使用包括模拟器在内的多模态教学法进行学习。理论前测和后测分数的分析显示平均分有显著提高（前测48.7%（±9），后测64.1%（±标准差11.5）；≤0.001）。总体而言，21名学员中有19名令人满意地完成了临床评估和病例展示。
柯克帕特里克框架是对TEE项目进行评估的有用框架。与前测分数相比，后测分数的显著提高表明该项目在学习方面是有效的。作为多模态教学法的一部分，模拟已被证明为我们的培训项目增添了价值，与前测分数相比，临床评估分数的提高就反映了这一点。这一结果与教育4.0中技术增强学习的概念相一致，其中TEE培训中的模拟在马来西亚背景下是适用的。
