Walsh Kendra L, Warrier Sarita S
The Warren Alpert Medical School of Brown University, Providence, RI, USA.
Pharmacy Services, Rhode Island Hospital, Providence, RI, USA.
J Med Educ Curric Dev. 2024 Jun 3;11:23821205231225589. doi: 10.1177/23821205231225589. eCollection 2024 Jan-Dec.
Despite the wide use of medications in clinical practice, graduating medical students often feel unprepared for the task of prescribing upon starting residency. With recent educational initiatives aiming to transform learning modalities, we sought to pilot an interactive textbook on basic pharmacology principles at our institution as a supplement to first-year lectures and assess its subjective impact on students' knowledge of content as well as confidence to apply material in the real world through pre- and post-intervention surveys.
First-year medical students were invited to complete non-validated, voluntary, anonymous, emailed, online surveys consisting of Likert scale and free-text response questions. Our investigation served as a pilot test for future iterations of this research.
Response rates for the pre- and post-intervention surveys were 73/145 (50%) and 38/145 (26%), respectively, with the post-intervention survey further reduced to 13 individuals who indicated use of the interactive textbook. Questions regarding interactive textbook chapters that overlapped with course content were excluded from data analysis due to an inability to separate learning gains from lectures versus the interactive textbook. Post-intervention survey responses all showed significant changes in mean Likert scale scores on student-perceived knowledge and confidence to apply material with < .001. Free-text response questions revealed limited exposure to the field of pharmacy and interactions with pharmacists prior to medical school.
Our pilot study on the initial use of an interactive textbook titled presented us with valuable insight into providing first-year medical students with a clinically oriented supplemental resource within coursework on basic pharmacology. Challenges for the future include better integrating the interactive textbook into class lectures to facilitate increased use by students as well as developing more targeted, validated assessments of the impact it has on students' learning.
尽管药物在临床实践中广泛使用，但医学专业毕业生在开始住院医师培训时，往往觉得自己没有为开药任务做好准备。随着近期旨在改变学习方式的教育举措的实施，我们试图在本校试用一本关于基本药理学原理的互动教科书，作为一年级课程讲座的补充，并通过干预前后的调查，评估其对学生知识掌握情况的主观影响，以及学生在现实世界中应用所学内容的信心。
邀请一年级医学生完成未经验证、自愿、匿名的电子邮件在线调查，调查包括李克特量表和自由文本回答问题。我们的调查作为该研究未来迭代的试点测试。
干预前和干预后的调查回复率分别为73/145（50%）和38/145（26%），干预后的调查回复者进一步减少到13人，这些人表示使用了互动教科书。由于无法区分讲座和互动教科书带来的学习收获，与课程内容重叠的互动教科书章节相关问题被排除在数据分析之外。干预后的调查回复显示，学生在感知知识和应用材料的信心方面，李克特量表平均得分均有显著变化，P <.001。自由文本回答问题显示，在进入医学院之前，学生对药学领域的接触有限，与药剂师的互动也较少。
我们对一本名为《 》的互动教科书的首次使用进行的试点研究，为我们提供了宝贵的见解，即如何在基础药理学课程中为一年级医学生提供以临床为导向的补充资源。未来的挑战包括更好地将互动教科书融入课堂讲座，以促进学生更多地使用，以及开发更有针对性、经过验证的评估，以评估其对学生学习的影响。
