Au Yew Ern, Li Cheuk Ying, Dalavaye Nishaanth, Elahi Aarij, Vyas Rohan, Baskaran Ravanth, Rutherford Stephen Mark
School of Medicine, Cardiff University, Cardiff, UK.
Bart's and the London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
Adv Med Educ Pract. 2024 Oct 1;15:909-920. doi: 10.2147/AMEP.S463374. eCollection 2024.
The COVID-19 pandemic has resulted in medical students' education being disrupted and a new direction of learning towards the online classroom, with students frequently learning to identify clinical signs via online conferencing platforms. Given this shift in student study techniques in the pandemic and post-pandemic era, we set out to analyse the confidence levels of students recognizing clinical signs in patients and the opinions and patterns of resources students would use to build up the knowledge and confidence for their future clinical practice.
OSCEazy, a student-led medical education organisation, delivered an online teaching session and disseminated a questionnaire containing ten-point Likert scales, multiple-choice questions and free text options.
The majority (over 75%) of respondents reported using digital resources to learn physical examinations. Most respondents were somewhat confident with recognising clinical signs during physical examinations (Median 7, IQR 6-8). Kruskal-Wallis -test on students' impression of the quality of current OSCE materials showed a statistically significant difference between cohorts (X(2) = 14.209, p = 0.014). A large proportion of students (98.41%) agreed that an online resources bank would be beneficial for their learning. Wilcoxon rank test showed a statistically significant preference for learning physical examinations using clinical images rather than videos (p = 0.014). A 29% of respondents mentioned the use of physical textbooks as a resource, while online platforms such as OSCE revision websites, YouTube and Google Images had become the mainstream platforms.
The findings reported here suggest that there needs to be a greater emphasis on providing online image-based resources to support medical students in learning clinical signs. A resource containing these clinical signs would prove to be of benefit for students to access high-quality self-directed learning to identify and verify clinical signs.
新冠疫情导致医学生的教育受到干扰，学习方向转向在线课堂，学生经常通过在线会议平台学习识别临床体征。鉴于疫情期间及疫情后学生学习方式的这种转变，我们着手分析学生识别患者临床体征的信心水平，以及学生用于积累未来临床实践知识和信心的资源的使用意见和模式。
由学生主导的医学教育组织OSCEazy开展了一次在线教学课程，并分发了一份包含十点李克特量表、多项选择题和自由文本选项的问卷。
大多数（超过75%）受访者报告使用数字资源学习体格检查。大多数受访者在体格检查中识别临床体征时有些信心（中位数为7，四分位距为6 - 8）。对学生对当前客观结构化临床考试（OSCE）材料质量的印象进行的克鲁斯卡尔 - 沃利斯检验显示，不同队列之间存在统计学显著差异（X(2)=14.209，p = 0.014）。很大一部分学生（98.41%）同意在线资源库对他们的学习有益。威尔科克森秩和检验显示，在使用临床图像而非视频学习体格检查方面存在统计学显著偏好（p = 0.014）。29%的受访者提到使用实体教科书作为资源，而诸如OSCE复习网站、YouTube和谷歌图片等在线平台已成为主流平台。
此处报告的研究结果表明，需要更加强调提供基于图像的在线资源，以支持医学生学习临床体征。包含这些临床体征的资源将证明有助于学生进行高质量的自主学习，以识别和验证临床体征。
