在线视频辅助教学方案对医学生学习部分刮除术步骤的影响。

The effect of online video-assisted teaching program on medical students learning procedure of fractional curettage.

机构信息

Department of Obstetrics and Gynaecology, Faculty of Medicine, Ramathibodi Hospital, Mahidol University, Bangkok, 10400, Thailand.

Faculty of Medicine, BangkokThonburi University, Bangkok, 10170, Thailand.

出版信息

BMC Med Educ. 2023 Feb 2;23(1):82. doi: 10.1186/s12909-023-04052-3.

DOI:10.1186/s12909-023-04052-3

PMID:36732732

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9893180/

Abstract

OBJECTIVES

Since 2020, with the entire world in crisis over the coronavirus pandemic (COVID-19), medical students have adapted to hybrid and distance learning. This study aims to compare the learning outcomes of students learning the procedure of fractional curettage in an online video-assisted teaching program to those of students learning the procedure in a traditional class.

METHODS

A quasi-experimental study was conducted among fourth-year medical students who rotated to Obstetrics and Gynecology courses between April 2021 and October 2021. Participants in the first two rotations were enrolled in traditional classes, and the online video-assisted teaching program was introduced in the subsequent two rotations. Both study groups took OSCEs (objective structured clinical examinations), a pre-test and post-test with MCQs (multiple choice questions), and a confidence and satisfaction level questionnaire.

RESULTS

A total of 106 fourth-year medical students, 54 in the traditional group and 52 in the online video-assisted teaching program, were recruited. The online video-assisted group showed a statistically better mean OSCE score (85.67 ± 11.29 vs. 73.87 ± 13.01, p < 0.001) and mean post-test MCQ score than the traditional group (4.21 ± 0.87 vs. 3.80 ± 0.98, p = 0.0232). Moreover, the mean difference between the two groups' pre and post-test MCQ scores was significantly different (0.96 ± 1.37 vs. 1.79 ± 1.50 in traditional and online video-assisted teaching program groups, respectively, P = 0.0038). The participants in the experimental group reported significantly greater confidence (P < 0.001) in performing the fractional curettage procedure. However, the mean satisfaction score was significantly higher in the control group (p = 0.0053).

CONCLUSION

The online video-assisted teaching program on the fractional curettage procedure, a necessary and skill-demanding procedure, is an effective and advantageous education tool that improves skills, knowledge, and confidence in fourth-year medical students. We recommend that the video-assisted teaching program is another effectively procedural teaching method for medical students.

摘要

目的

自 2020 年以来，由于全世界都在应对冠状病毒大流行（COVID-19），医学生已适应混合式和远程学习。本研究旨在比较在在线视频辅助教学计划中学习分数刮除术程序的学生和在传统课程中学习该程序的学生的学习成果。

方法

在 2021 年 4 月至 2021 年 10 月期间在妇产科课程中轮转的四年级医学生中进行了准实验研究。前两轮的参与者被纳入传统课程，随后两轮引入了在线视频辅助教学计划。两组学生都参加了 OSCE（客观结构化临床考试）、前测和后测的 MCQs（多项选择题）以及信心和满意度问卷。

结果

共招募了 106 名四年级医学生，其中传统组 54 名，在线视频辅助教学组 52 名。在线视频辅助组的 OSCE 平均得分（85.67±11.29 与 73.87±13.01，p<0.001）和 MCQ 后测平均得分高于传统组（4.21±0.87 与 3.80±0.98，p=0.0232）。此外，两组 MCQ 前后测得分的平均差值差异具有统计学意义（传统组和在线视频辅助教学组分别为 0.96±1.37 和 1.79±1.50，p=0.0038）。实验组的参与者报告说，他们对执行分数刮除术的程序更有信心（p<0.001）。然而，对照组的平均满意度得分明显更高（p=0.0053）。