Amir Mahnoor, Hassan Natalie, Khalid Usama
Critical Care, Basildon University Hospital, Essex, GBR.
Medicine, Basildon University Hospital, Essex, GBR.
Cureus. 2024 Jan 9;16(1):e51920. doi: 10.7759/cureus.51920. eCollection 2024 Jan.
Introduction As medical knowledge, technology, and healthcare delivery continue to evolve, it is critical that upcoming healthcare workers possess the skills and information needed to ensure optimal patient care. Numerous studies indicate that students achieve better learning outcomes through active practice rather than solely relying on theoretical knowledge. The average human attention span is only 8.25 seconds, so an effective teaching program should employ various modes and techniques to ensure that students remain involved and interested. Aims and objectives The aim is to identify the primary areas where medical students need teaching and guidance and form the basis of a new teaching program to meet those needs. Materials and methods An anonymous online questionnaire, designed by the author was distributed to medical students who came for their clinical rotations at Basildon University Hospital, Mid and South Essex NHS Foundation Trust, United Kingdom, and that laid the foundations for introducing a new teaching program at the education department of the hospital in April 2023. The progress of the teaching program was evaluated by a second questionnaire-based survey conducted after six months, in October 2023. The teaching program we designed employed various modes and techniques including simulation, flip classroom, graded quizzes, and constructive feedback. The technique we used for giving feedback to students was the "star star wish" to encourage growth and further participation. The teaching program also made use of Lev Vygotsky's "Learning zone model" to ensure optimum learning. Results and discussion The program received immensely positive feedback from the students, and they felt that it catered perfectly to their requirements. Twenty-three students took part in this study and the results showed that 39% of the students felt adequately prepared for ward rounds in October 2023 in contrast to only 17% in April 2023. The mean score, on a scale of 1-10 on how comfortable the students felt in discussing patient care plans and management with the rest of the team rose from 2.78 in April 2023 to 4.26 in October 2023. When asked to score how confident the students felt in performing bedside examinations in wards, 26% scored 5 or above (on a scale of 1-10) in April 2023 as compared to 62% scoring 5 or above in October 2023. The students were then asked how confident they felt in using their theoretical knowledge in practical situations and the majority scored 2 or 3 (on a scale of 1-10) in April 2023 whereas in October, the majority scored 4 or above. Conclusions A significant number of medical students were satisfied with the teaching program and demanded more frequent sessions. The results of this study showed that in order to foster increased student engagement and effective participation, it is essential for teaching to incorporate diverse techniques and approaches.
引言 随着医学知识、技术和医疗服务的不断发展，即将成为医护人员的人具备确保为患者提供最佳护理所需的技能和信息至关重要。大量研究表明，学生通过积极实践而非仅仅依赖理论知识能取得更好的学习成果。人类的平均注意力持续时间仅为8.25秒，因此有效的教学计划应采用多种模式和技巧，以确保学生保持参与度和兴趣。
目的 目的是确定医学生需要教学和指导的主要领域，并形成一个新的教学计划以满足这些需求。
材料与方法 作者设计的一份匿名在线问卷被分发给前来英国埃塞克斯郡国民保健服务基金会信托基金中南部的巴西尔登大学医院进行临床轮转的医学生，这为2023年4月在该医院教育部门引入新的教学计划奠定了基础。教学计划的进展通过2023年10月六个月后进行的第二次基于问卷的调查进行评估。我们设计的教学计划采用了多种模式和技巧，包括模拟、翻转课堂、分级测验和建设性反馈。我们用于向学生提供反馈的技巧是“星星星星愿望”，以鼓励成长和进一步参与。教学计划还利用了列夫·维果茨基的“学习区模型”来确保最佳学习效果。
结果与讨论 该计划得到了学生的极大积极反馈，他们认为该计划完全满足了他们的需求。23名学生参与了这项研究，结果显示，2023年10月，39%的学生认为自己为查房做好了充分准备，而2023年4月这一比例仅为17%。学生在与团队其他成员讨论患者护理计划和管理时的舒适程度，在1至10分的评分中，平均分从2023年4月的 2.78分升至 2023年10月的4.26分。当被要求对学生在病房进行床边检查时的自信程度进行评分时，2023年4月，26%的学生得分为5分或以上（满分10分），而2023年10月这一比例为62%。然后，学生被问及在实际情况中运用理论知识时的自信程度，2023年4月，大多数学生得分为2分或3分（满分10分），而在10月，大多数学生得分为4分或以上。
结论 大量医学生对教学计划感到满意，并要求增加课程频率。这项研究的结果表明，为了提高学生的参与度和有效参与，教学必须采用多样化的技术和方法。
