Lady Davis Carmel Medical Center, Department of Cardiovascular Medicine, Haifa, Israel.
Technion Israel Institute of Technology, Rappaport Faculty of Medicine, Haifa, Israel.
GMS J Med Educ. 2022 Jul 15;39(3):Doc30. doi: 10.3205/zma001551. eCollection 2022.
Active learning improves knowledge acquisition and provides medical students with learning habits that become an integral part of their behavior. As an integral element of our institution's transition from a lecture hall teaching culture to active learning, the current project, conducted with fourth year students, aimed to examine the effects of the two envelopes method of teaching on students' knowledge.
The class of 120 students was divided into 12 groups of 10 students each. Six experienced senior cardiologists were assigned to teach the 12 groups. When the students arrived at the classroom, they received two envelopes. Students were instructed to open the first envelope and answer a 10-question test in 15 minutes. After completing the test, they returned the tests to the envelope, sealed it, and then opened the second envelope which included the same test and relevant patient information. They then spent the next 30 minutes discussing the test as a group and familiarizing themselves with the patients' case histories and clinical data. After completion of the group discussion, the tutor entered the room for a two-hour discussion of the patients' disease entities including the anatomy, physiology, pathology, clinical presentation, diagnostic measures, and potential therapies.
We compared grades and standard deviations of grades between two classes: one learned in the lecture hall format (2018) and the other learned employing the two-envelopes method (2019). There was a non-statistically significant trend toward better grades with reduced dispersion of grades in the class that learned with the two-envelope method.
We describe a novel method for active learning that enhances self-learning and peer learning, and we observed better knowledge acquisition and reduced knowledge dispersion that were not statistically significant.
主动学习可提高知识获取量，并使医学生养成学习习惯，而这些习惯将成为他们行为的固有组成部分。作为我们机构从讲座教学文化向主动学习转变的一个组成部分，本项目针对大四学生开展，旨在研究双信封教学法对学生知识的影响。
将 120 名学生分为 12 个 10 人小组，每组由 6 名经验丰富的心脏病专家进行教学。当学生到达教室时，他们会收到两个信封。学生们被指示打开第一个信封，在 15 分钟内回答 10 个问题的测试。完成测试后，他们将测试返回信封，密封，然后打开第二个信封，其中包含相同的测试和相关的患者信息。然后，他们花接下来的 30 分钟作为一个小组讨论测试，并熟悉患者的病史和临床数据。小组讨论完成后，导师进入房间，用两个小时讨论患者的疾病实体，包括解剖学、生理学、病理学、临床表现、诊断措施和潜在的治疗方法。
我们比较了两个班级的成绩和成绩标准差：一个班级采用讲座形式学习（2018 年），另一个班级采用双信封法学习（2019 年）。采用双信封法学习的班级成绩呈非显著上升趋势，成绩分布分散程度降低。
我们描述了一种新的主动学习方法，增强了自我学习和同伴学习，我们观察到更好的知识获取和减少的知识分散，但没有达到统计学意义。
