Manger Jeannette K, McManamon Alyssa C, Todd Amber, Stolfi Adrienne, Parmelee Dean X, Andarsio Evangeline
Department of Medical Education, Wright State University Boonshoft School of Medicine, Dayton, OH USA.
Department of Internal Medicine, Wright State University Boonshoft School of Medicine, Dayton, OH USA.
Med Sci Educ. 2025 Jan 13;35(2):977-989. doi: 10.1007/s40670-024-02272-w. eCollection 2025 Apr.
Healer's Art (HART), a health professional elective course, shifted to online platforms during the pandemic year (2020-2021). Because HART focuses on affective domain aspects of such education, the question arose of its validity and efficacy in the online format. This study aimed to identify challenges and experiences of online versus in-person HART learners.
The authors compared students' end-of-course evaluations between in-person and online cohorts across 3 years. The evaluations included Likert scale responses compared between cohorts with Fisher's exact tests. Novel questions with narrative responses in the online cohort's evaluation captured information on challenges with the online platform. Narrative responses were analyzed using constant comparative analysis.
No difference was found between in-person ( = 654) and online cohorts ( = 570) in ratings of good/excellent for the overall course (1111/1203, 92.4%), course faculty (1184/1214, 97.5%), and small group experience (1142/1208, 94.5%). Thematic analysis of narrative responses indicated that online HART engagement supported student development of .
The findings suggest that HART effectively supports affective domain learning in medical and health professional students whether delivered in-person or online. The authors share challenges and successes of online HART, thus increasing the delivery versatility of this course.
The online version contains supplementary material available at 10.1007/s40670-024-02272-w.
“医者之术”（HART）是一门卫生专业选修课程，在疫情年（2020 - 2021年）转移到了在线平台。由于HART侧重于此类教育的情感领域方面，因此出现了其在线形式的有效性和功效问题。本研究旨在确定在线与面授HART学习者面临的挑战和经历。
作者比较了3年中面授和在线班级学生的课程结束评价。评价包括李克特量表回答，通过费舍尔精确检验在不同班级之间进行比较。在线班级评价中带有叙述性回答的新问题获取了有关在线平台挑战的信息。使用持续比较分析法对叙述性回答进行分析。
在对整个课程（1111/1203，92.4%）、课程教师（1184/1214，97.5%）和小组体验（1142/1208，94.5%）的优秀/良好评分方面，面授班级（n = 654）和在线班级（n = 570）之间未发现差异。对叙述性回答的主题分析表明，在线HART参与支持了学生的……发展。
研究结果表明，无论以面授还是在线方式授课，HART都能有效支持医学和卫生专业学生在情感领域的学习。作者分享了在线HART的挑战和成功经验，从而提高了本课程授课的灵活性。
在线版本包含可在10.1007/s40670 - 024 - 02272 - w获取的补充材料。
