Chaudhuri Arunima, Deb Roy Asitava, Manivasakan Shivasakthy, Mondal Himel
Institute of Health Professions Education, Sri Balaji Vidyapeeth, Puducherry, IND.
Department of Physiology, Burdwan Medical College and Hospital, Bardhaman, IND.
Cureus. 2024 Aug 3;16(8):e66078. doi: 10.7759/cureus.66078. eCollection 2024 Aug.
Background Recently, elective posting has been introduced by the National Medical Commission (NMC) of India in the undergraduate competency-based medical education (CBME) curriculum. To successfully implement it in medical colleges, facilitators (medical teachers) need to commit extra time. Hence, this study aimed to evaluate the impact of online teaching-learning methods for implementing an elective module for undergraduate medical students at Burdwan Medical College and Hospital, West Bengal, India. Methods An online module for systematic review methods was developed using the Delphi method. This module was used to train 30 medical students divided into six groups. One resident and one faculty facilitated each group. After the elective program of 15 days, program feedback and evaluation using the Kirkpatrick model were obtained from the students. Results A total of 30 undergraduate medical students with a mean age of 22.7±0.95 years participated in the study. All of them successfully conducted a systematic review per group. The students' feedback was 86.33% positive, and the project evaluation showed an 84% positive opinion. The highest score was for understanding, facilitators' knowledge, and experience. The lowest score was for the immediate applicability of the knowledge. Conclusion An online systematic review training module can be used for elective teaching-learning for final-year medical students, particularly within limited time and resource constraints. Students appreciated the module's clear objectives, appropriate complexity, and facilitators' expertise, leading to improved communication, engagement, and critical-thinking skills. Despite some limitations, these findings suggest that online learning can complement traditional methods and address logistical challenges in medical education, warranting further research on its long-term impact and broader applicability.
背景 最近，印度国家医学委员会（NMC）在基于能力的本科医学教育（CBME）课程中引入了选修课程。为了在医学院成功实施该课程，促进者（医学教师）需要投入额外的时间。因此，本研究旨在评估在线教学方法对印度西孟加拉邦布尔杜万医学院和医院本科医学生实施选修模块的影响。方法 使用德尔菲法开发了一个关于系统评价方法的在线模块。该模块用于培训30名医学生，分为6组。每组由一名住院医生和一名教师担任促进者。在为期15天的选修课程结束后，从学生那里获得了使用柯克帕特里克模型的课程反馈和评价。结果 共有30名平均年龄为22.7±0.95岁的本科医学生参与了该研究。他们每组都成功进行了一项系统评价。学生的反馈有86.33%是积极的，项目评价显示有84%的积极意见。得分最高的是理解、促进者的知识和经验。得分最低的是知识的即时适用性。结论 一个在线系统评价培训模块可用于医学专业最后一年学生的选修教学，特别是在时间和资源有限的情况下。学生们赞赏该模块明确的目标、适当的难度和促进者的专业知识，这有助于提高沟通、参与和批判性思维能力。尽管存在一些局限性，但这些发现表明在线学习可以补充传统方法，并解决医学教育中的后勤挑战，有必要进一步研究其长期影响和更广泛的适用性。
