Komoroski E M
University of Arkansas for Medical Sciences, Department of Pediatrics, Arkansas Children's Hospital, Little Rock 72202, USA.
Arch Pediatr Adolesc Med. 1998 Nov;152(11):1141-6. doi: 10.1001/archpedi.152.11.1141.
To develop a computer-based teaching program using a hospital health care system to instruct pediatric and medicine-pediatric residents (MPR) in pediatric emergency medicine, and to determine residents' participation, interest, and benefit from the project over 3 years' time.
Prospective, descriptive.
University-affiliated pediatric hospital.
Pediatric housestaff.
One multiple-choice question about pediatric emergency medicine was sent daily to pediatric residents and MPR via the hospital health care system's internal electronic mail (e-mail) system. Residents were asked to reply electronically with the correct answer. The next day, the correct answer, discussion, and a new question were sent to the residents via e-mail.
Tabulated electronic participation for 3 years; self-report surveys of participation after I and 3 years' participation. Pretest and post-test scores before and after 1 year of participation.
From October 3, 1994, to June 14, 1995, 52 of 64 pediatric residents and MPR (81%) elected to receive the e-mail questions, but only 31 (48%) sent electronic replies. The average number of e-mail replies received per resident that year was 38 (22%) of 171 (range, 1-164 e-mail replies; median, 33). In academic years 1995-1996 and 1996-1997, although averages and ranges were similar, regular e-mail participation declined. Residents preferred to participate by reading e-mail only. Pediatric residents and MPR judged e-mail questions to be as educationally valuable or better than Grand Rounds (92%) or our Resident Lecture Series of basic pediatric topics (87%).
Pediatric residents and MPR do participate in a daily e-mailed question/answer format of teaching, but prefer to do so passively, by reading daily questions only, rather than actively, by sending answers to an e-mail box. This format provides medical education that is uniform, accommodates residents' varying schedules, and is a useful adjunct to other teaching methods.
利用医院医疗保健系统开发一个基于计算机的教学程序，以指导儿科及儿内科住院医师（MPR）学习儿科急诊医学，并确定住院医师在3年时间里对该项目的参与情况、兴趣及收获。
前瞻性、描述性研究。
大学附属医院。
儿科住院医师。
通过医院医疗保健系统的内部电子邮件系统，每天向儿科住院医师和MPR发送一道关于儿科急诊医学的多项选择题。要求住院医师以电子方式回复正确答案。次日，正确答案、讨论内容及一道新问题通过电子邮件发送给住院医师。
3年的电子参与情况列表；参与1年和3年后的自我报告参与度调查。参与1年前测和后测成绩。
1994年10月3日至1995年6月14日，64名儿科住院医师和MPR中有52名（81%）选择接收电子邮件问题，但只有31名（48%）发送了电子回复。当年每位住院医师收到的电子邮件回复平均数量为38条（占171条的22%；范围为1 - 164条电子邮件回复；中位数为33条）。在1995 - 1996学年和1996 - 1997学年，尽管平均数和范围相似，但定期电子邮件参与度有所下降。住院医师更喜欢仅通过阅读电子邮件来参与。儿科住院医师和MPR认为电子邮件问题在教育价值上与大查房（92%）或我们的儿科基础主题住院医师讲座系列（87%）相当或更有价值。
儿科住院医师和MPR确实参与了每日电子邮件形式的问答教学，但更倾向于被动参与，即仅阅读每日问题，而非主动通过向电子邮箱发送答案来参与。这种形式提供了统一的医学教育，适应住院医师不同的日程安排，并且是其他教学方法的有益补充。
