Coulehan J L, Williams P C, Naser C
Department of Preventive Medicine, State University of New York, Stony Brook School of Medicine.
Acad Med. 1995 Feb;70(2):158-60. doi: 10.1097/00001888-199502000-00023.
To initiate an electronic mail (e-mail) program as a supplement to a medical humanities curriculum focusing on ethical and social issues.
In 1991-92 an e-mail track (called NET) was established for second-year students participating in Medicine in Contemporary Society, a four-year curriculum in medical humanities at the State University of New York at Stony Brook School of Medicine. In 1991-92 ten students volunteered to form a NET group; in 1992-93 22 students, forming two groups, were randomly selected from a volunteer pool of 76 students (from a class of 100). In both study years, the NET students analyzed and discussed electronically a series of cases posted sequentially through the academic year. Faculty tutors reviewed the students' responses, interacting with the groups and with individual students by e-mail. NET was evaluated in two ways: at the end of the course, the students completed e-mail questionnaires that included quantitative and qualitative assessments; and throughout the course, the tutors assessed the students' participation, quality of case analysis and discussion, and quality of writing.
The students' assessments indicated that they considered NET to be more educational than the lectures, "live" group discussions, problem-based learning exercises, and formal papers in the medical humanities curriculum; that they made gains in computer literacy; and that NET enhanced their abilities to think about ethical and social issues. The tutors judged that the students had improved their written self-expression as the course progressed.
NET adequately accomplished the goals set for it as an adjunct to the small-group sessions and other components of the medical humanities curriculum.
启动一个电子邮件程序，作为医学人文学科课程的补充，该课程聚焦伦理和社会问题。
1991 - 1992年，为参加“当代社会医学”课程的二年级学生设立了一个电子邮件学习路径（称为NET），这是纽约州立大学石溪分校医学院的一门为期四年的医学人文学科课程。1991 - 1992年，10名学生自愿组成一个NET小组；1992 - 1993年，从76名志愿者（来自100人的班级）中随机挑选出22名学生，分成两个小组。在这两个学年中，NET小组的学生通过电子方式分析和讨论了一学年中陆续发布的一系列案例。教师导师审查学生的回复，并通过电子邮件与小组和个别学生进行互动。通过两种方式对NET进行评估：课程结束时，学生完成电子邮件问卷，其中包括定量和定性评估；在整个课程过程中，导师评估学生的参与度、案例分析和讨论的质量以及写作质量。
学生评估表明，他们认为NET比医学人文学科课程中的讲座、“现场”小组讨论、基于问题的学习练习和正式论文更具教育意义；他们在计算机素养方面有所提高；并且NET增强了他们思考伦理和社会问题的能力。导师判断，随着课程的推进，学生的书面自我表达能力有所提高。
NET充分实现了作为医学人文学科课程小组讨论和其他组成部分的辅助工具所设定的目标。
