Department of Gynecology and Obstetrics, University Hospital Jena, Jena, Germany.
Orthopaedic Department, Campus Eisenberg, University Hospital Jena, Jena, Eisenberg, Germany.
PLoS One. 2022 Jun 16;17(6):e0267144. doi: 10.1371/journal.pone.0267144. eCollection 2022.
Since the COVID-19 pandemic, the demand for online courses has increased enormously. Therefore, finding new methods to improve medical education is imperative.
The aim of this study was to compare the self-reports of the individual student-centered virtual teaching techniques (seminar versus fishbowl) in a group of medical students.
During the second semester of 2020, students in the clinical phase of the study (n = 144) participated in the optional subject of Sports Medicine. The students were divided into 2 groups. One group (n = 72) received the knowledge transfer in the form of a virtual seminar, the other group (n = 72) in the form of a virtual fishbowl.
Virtual seminar and virtual fishbowl students gave insights into these teaching techniques. Most of the students from the virtual fishbowl group believed that the virtual fishbowl format allowed them to be more actively involved in learning. The mean quiz scores were statistically higher for students in the virtual fishbowl group than students in the virtual seminar group (p < 0. 001).
This study concluded that virtual seminars and virtual fishbowl formats could be served as structured learning and teaching formats. At the same time, the virtual fishbowl format can promote an active exchange of knowledge from students' perspectives.
自 COVID-19 大流行以来，对在线课程的需求大幅增加。因此，寻找新的方法来改进医学教育势在必行。
本研究旨在比较一组医学生对个体以学生为中心的虚拟教学技术（研讨会与鱼缸法）的自我报告。
在 2020 年第二学期，处于临床学习阶段的学生（n=144）参加了运动医学的选修课程。学生被分为 2 组。一组（n=72）以虚拟研讨会的形式接受知识转移，另一组（n=72）以虚拟鱼缸法的形式接受知识转移。
虚拟研讨会和虚拟鱼缸法的学生对这些教学技术进行了深入了解。大多数虚拟鱼缸法组的学生认为，虚拟鱼缸法的形式使他们能够更积极地参与学习。虚拟鱼缸法组的学生平均测验分数明显高于虚拟研讨会组的学生（p<0.001）。
本研究得出的结论是，虚拟研讨会和虚拟鱼缸法可以作为结构化的学习和教学形式。同时，从学生的角度来看，虚拟鱼缸法可以促进知识的积极交流。
