Lyu Xiaohong, Zhao Jun, Tang Rui, Pan Hui, Chen Shi
Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences, and Peking Union Medical College, Beijing, China.
Department of Breast Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences, and Peking Union Medical College, Beijing, China.
Medicine (Baltimore). 2024 Dec 6;103(49):e40714. doi: 10.1097/MD.0000000000040714.
Synchronous distance education (SDE) has recently been widely used for medical students. The purpose of this study was to compare the effects of SDE with traditional face-to-face education (TE) on the learning outcomes of undergraduate medical students. Participants were class enrolled in 2015 and class enrolled in 2016. The entire 2 classes (n = 148), when they were a 6th-year grade at a medical college, were invited to participate in the case-controlled study. The 6th-grade curriculum includes 5 courses in ophthalmology, otorhinolaryngology, dentistry, traditional Chinese medicine, and dermatology. Outcomes included postintervention exams evaluating the knowledge gained from the 5 courses, a self-assessment of learning based on examinable learning objectives, student satisfaction, learning behavior, and teacher-student communication. Sixty-nine students (SDE n = 39, TE n = 30) participated in the outcome assessments. The mean score of the otolaryngology course and the dermatology course in the SDE group was higher than the TE group (P < .05). Other courses and combined grades for the 5 courses were without statistical differences between the 2 groups. Of the 12 self-assessment learning objectives, 10 were significantly more positive in the SDE group than in the TE group. There was no statistical difference between the 2 groups regarding student satisfaction. The SDE group was more engaged than the TE group in the corresponding department apprenticeship after the theory class. The attendance rate and concentration in the class of the SDE group were comparable to the TE group. Students in the SDE group spoke more often in class and had a higher level of student-teacher communication than the TE group. The SDE is a teaching tool that can replace TE in the theoretical teaching of medical courses.
同步远程教育（SDE）最近在医学生中得到了广泛应用。本研究的目的是比较同步远程教育与传统面对面教育（TE）对本科医学生学习成果的影响。参与者为2015级和2016级班级。当这两个班级在医学院就读六年级时，邀请了整个两个班级（n = 148）参与病例对照研究。六年级课程包括眼科、耳鼻喉科、牙科、中医和皮肤科5门课程。结果包括干预后考试，评估从这5门课程中获得的知识、基于可考核学习目标的学习自我评估、学生满意度、学习行为以及师生沟通。69名学生（同步远程教育组n = 39，传统面对面教育组n = 30）参与了结果评估。同步远程教育组的耳鼻喉科课程和皮肤科课程的平均成绩高于传统面对面教育组（P < 0.05）。其他课程以及这5门课程的综合成绩在两组之间无统计学差异。在12个自我评估学习目标中，同步远程教育组有10个目标比传统面对面教育组更积极。两组在学生满意度方面无统计学差异。在理论课程之后，同步远程教育组比传统面对面教育组在相应科室实习中参与度更高。同步远程教育组课堂上的出勤率和注意力集中度与传统面对面教育组相当。同步远程教育组的学生在课堂上发言更频繁，师生沟通水平高于传统面对面教育组。同步远程教育是一种在医学课程理论教学中可以取代传统面对面教育的教学工具。
