Broderick Bryan, Kulkarni Sarah, Wiener Charles, Shade David, Day Jeff, Fessler Henry
Division of Education and.
Division of Pulmonary and Critical Care, Robert Wood Johnson Medical School, Rutgers University, New Brunswick, New Jersey.
ATS Sch. 2025 Mar;6(1):74-84. doi: 10.34197/ats-scholar.2024-0065OC. Epub 2024 Dec 10.
Foundational principles of pulmonary gas exchange are complicated and can be difficult for trainees to master. Computer-based programs can provide opportunities for interactive instruction, but previous literature has not demonstrated the impact of such programs on learning this topic. To evaluate whether the addition of an interactive, clinically relevant computer-based gas exchange program and small-group exercise to reinforce principles of gas exchange improves medical student learning as measured by performance on relevant multiple-choice exam questions. This was a pre-post study design surrounding the implementation of a gas exchange program used during a small-group session with students working through a manual of prepared experiments during the 2023-2024 academic year at the Johns Hopkins University School of Medicine. Student examination scores before program implementation (academic year 2022-23) were compared with student examination scores after program implementation. Questions were dichotomized based on their relevance to the principles reinforced by the program. Student perceptions of the program were assessed by a postcourse survey. When comparing the control ( = 106) and intervention ( = 114) groups, scores improved for both non-gas exchange questions ( < 0.001) and gas exchange questions ( < 0.001). Although the improvement in gas exchange questions was greater than in other questions, this difference did not reach statistical significance ( = 0.09 for the interaction term). Most students were satisfied with the program and rated it more useful than a traditional didactic lecture. At a time when medical school instruction is dominated by lectures with few laboratory-based exercises, we offer this interactive, computer-based program as a strategy to reinforce principles of gas exchange. By tailoring accompanying cases and exercises to different groups of learners, this resource can be implemented in diverse settings.
肺气体交换的基本原理很复杂，实习生可能难以掌握。基于计算机的程序可以提供互动式教学的机会，但以往的文献并未证明此类程序对学习该主题的影响。为了评估添加一个交互式的、与临床相关的基于计算机的气体交换程序以及强化气体交换原理的小组练习，是否能通过相关选择题考试的成绩来提高医学生的学习效果。这是一项前后对照研究设计，围绕在约翰霍普金斯大学医学院2023 - 2024学年的小组课程中使用的气体交换程序的实施展开，学生们在课程中通过一本准备好的实验手册进行学习。将程序实施前（2022 - 2023学年）的学生考试成绩与程序实施后的学生考试成绩进行比较。问题根据其与该程序强化的原理的相关性进行二分法分类。通过课程后的调查评估学生对该程序的看法。在比较对照组（n = 106）和干预组（n = 114）时，非气体交换问题（p < 0.001）和气体交换问题（p < 0.001）的成绩都有所提高。尽管气体交换问题的提高幅度大于其他问题，但这种差异未达到统计学显著性（交互项p = 0.09）。大多数学生对该程序感到满意，并认为它比传统的讲授式讲座更有用。在医学院教学以讲座为主、基于实验室的练习较少的当下，我们提供这个交互式的、基于计算机的程序作为强化气体交换原理的一种策略。通过为不同的学习者群体量身定制配套案例和练习，这种资源可以在不同的环境中实施。
