Pohl R, Lewis R, Niccolini R, Rubenstein R
J Med Educ. 1982 Aug;57(8):626-9. doi: 10.1097/00001888-198208000-00008.
The authors compared videotape and lecture methods of teaching the mental status examination to a second-year medical school class. The results of each teaching method were evaluated by a multiple-choice examination and a feedback questionnaire and were compared with the results from teaching the mental status examination using simulated patients in a previous year's class. There was no clear difference in examination results for students exposed to different instructional methods. On the feedback questionnaire, students appeared to prefer instruction in whatever form it was given. The authors discuss the significance of these findings.
作者将向医学院二年级学生教授精神状态检查的录像教学法和讲座教学法进行了比较。通过多项选择题考试和反馈问卷对每种教学方法的结果进行了评估，并与前一年班级中使用模拟患者教授精神状态检查的结果进行了比较。接触不同教学方法的学生在考试成绩上没有明显差异。在反馈问卷中，学生们似乎更喜欢任何形式的教学。作者讨论了这些发现的意义。
