Dubory Ghita, Housset Victor, Liard Roxanne, Bastard Claire, Joulin Marine, Vasiliadis Angelo V, Dubory Arnaud, Giovanoulis Vasileios
Department of General Medicine, Paris Sorbonne University.
Department of Orthopaedic Surgery, Hôpital Henri Mondor, AP-HP, Université Paris Est Créteil (UPEC), 94010, Creteil, France; Cell and tissue engineering for musculoskeletal disorders (Group 5) / Biology of the NeuroMuscular System (INSERM Team 10) / Institut Mondor de Recherche Biomédicale, U955 INSERM-UPEC, Créteil.
Acta Med Acad. 2024 Aug;53(2):146-154. doi: 10.5644/ama2006-124.449.
This study aimed to determine which pedagogic method, online workshops or live medical education, was the better way to teach about self-medication for middle school students.
The following groups were formed: group O (students receiving online education), group L (students participating in live medical education animated by a medical practitioner and a science teacher) and group C (students without any medical learning). To compare them, the students answered three multiple choice questions before and after the educational intervention. The students in group L were evaluated immediately after the live medical training and group O immediately after the online workshops (t1). Group C was only evaluated at t0.
Group C N=195), group L (N=219) and group O (N=200, but 101 students who participated in the online workshops students dropped out before the end) were equivalent in terms of gender, but their ages and school grades were statistically different (P<0.001). A post-hoc test revealed that students in group O were older and in a higher grade than those in the other two groups (P<0.001) but the mean ages and school grades were equivalent in group L and group C. At t0, the results obtained were equivalent in the 3 groups. At t1, school students obtained better results in both groups (P<0.001) but these same results were significantly better in group L than those obtained in group O (P<0.001). Age, gender, school grade and school level had no effect on the students' results.
The study's findings suggest that live medical education is a superior approach for imparting self-medication knowledge to middle school students.
本研究旨在确定哪种教学方法，即在线研讨会或现场医学教育，是向中学生传授自我药疗知识的更佳方式。
组建了以下几组：O组（接受在线教育的学生）、L组（参加由一名医生和一名科学教师进行现场医学教育的学生）和C组（未接受任何医学学习的学生）。为了对他们进行比较，学生们在教育干预前后回答了三个多项选择题。L组学生在现场医学培训后立即接受评估，O组学生在在线研讨会后立即接受评估（t1）。C组仅在t0时接受评估。
C组（N = 195）、L组（N = 219）和O组（N = 200，但101名参加在线研讨会的学生在结束前退出）在性别方面相当，但他们的年龄和年级在统计学上存在差异（P < 0.001）。事后检验显示，O组学生比其他两组学生年龄更大、年级更高（P < 0.001），但L组和C组的平均年龄和年级相当。在t0时，三组获得的结果相当。在t1时，两组学生都取得了更好的成绩（P < 0.001），但L组的成绩明显优于O组（P < 0.001）。年龄、性别、年级和学校水平对学生的成绩没有影响。
该研究结果表明，现场医学教育是向中学生传授自我药疗知识的更优方法。
