Department of Family Medicine and Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.
Stanford Center for Biomedical Ethics, School of Medicine, Stanford University, Stanford, CA.
Fam Med. 2022 Jun;54(6):471-476. doi: 10.22454/FamMed.2022.319716.
Medical educators and researchers have increasingly sought to embed online educational modalities into graduate medical education, albeit with limited empirical evidence of how trainees perceive the value and experience of online learning in this context. The purpose of this study was to explore the experiences of hybrid learning in a graduate research methods course in a family medicine and primary care research graduate program.
This qualitative description study recruited 28 graduate students during the fall 2016 academic term. Data sources included qualitative group discussions and a 76-item online survey collected between March and September 2017. We used thematic analysis and descriptive statistics to analyze each data set.
Nine students took part in three group discussions, and completed an online survey. While students reported positive learning experiences overall, those attending virtually struggled with the synchronous elements of the hybrid model. Virtual students reported developing research skills not offered through courses at their home institution, and students attending the course in person benefited from the diverse perspectives of distance learners. All stressed the need to foster a sense of community.
Quality delivery of online graduate education in family medicine research requires optimizing social exchanges among virtual and in-person learners, ensuring equitable engagement among all students, and leveraging the unique tools afforded by online platforms to create a shared sense of a learning community.
医学教育者和研究人员越来越希望将在线教育模式嵌入到研究生医学教育中，尽管在培训师如何感知在线学习在这种背景下的价值和体验方面，仅有有限的经验证据。本研究的目的是探讨家庭医学和初级保健研究研究生课程中混合学习的经验。
本定性描述研究在 2016 年秋季学期招募了 28 名研究生。数据来源包括 2017 年 3 月至 9 月期间收集的定性小组讨论和 76 项在线调查。我们使用主题分析和描述性统计分析来分析每个数据集。
9 名学生参加了三次小组讨论，并完成了在线调查。尽管学生总体上报告了积极的学习体验，但那些远程学习的学生在混合模式的同步元素方面遇到了困难。远程学习的学生报告说他们发展了在其所在机构的课程中没有提供的研究技能，而亲自参加课程的学生则受益于远程学习者的多元化视角。所有人都强调了培养社区意识的必要性。
在家庭医学研究中提供高质量的在线研究生教育需要优化虚拟学习者和现场学习者之间的社会交流，确保所有学生的平等参与，并利用在线平台提供的独特工具，创造一个共同的学习社区感。
