混合式学习:向教学医院的家庭医学住院医生传授皮肤病学的创新教学策略。

IF 1.1 Q4 PRIMARY HEALTH CARE Journal of Family Medicine and Primary Care Pub Date : 2024-09-01 Epub Date: 2024-09-11 DOI:10.4103/jfmpc.jfmpc_1837_23
Sadia Masood, Swaleha Tariq Bhombal, Unzela Ghulam
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引用次数: 0

摘要

背景:在这个数字化时代,医学教育工作者面临着不同的挑战,既要面对临床实践的压力,又要面对教学的压力。在混合式学习中,互联网技术与面对面教学一起被用于提供学习方法:评估一家教学医院的全科住院医师学习混合式皮肤病学课程的效果。方法:这是一项有目的抽样的干预性(前后)研究。在征得同意后,阿迦汗大学医院的所有全科住院医师都参与了这项研究。课程涵盖了最常见的皮肤病。课程包括多张幻灯片、在线讲座、临床演示、基于病例的情景模拟和测验。课前测试通过多项选择题对知识进行评估。模块完成后进行后测,通过选择题评估住院医师对基本皮肤病知识的掌握程度。课程结束后还进行了调查问卷,以评估学员对混合式学习策略的看法:结果:后测试的分数明显更高。大多数住院医师对课程的实施表示满意。前后测试结果差异明显,P 值为 0.000:混合式学习是一种有效的创新教学策略,有助于家庭医学住院医师更有效地提高学习效果。我们建议在其他临床学科的不同环境中使用这种教学策略。
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Blended learning: An innovative teaching strategy to teach dermatology to the family medicine residents of a teaching hospital.

Context: Medical educators face different challenges in this digital era with the pressure for clinical practice as well as teaching. In blended learning Internet technologies are used along with face-to-face teaching to deliver learning methodologies.

Objective: To assess the efficacy of the blended learning dermatology course on Family Medicine residents at a teaching hospital. Methodology: It was interventional (pre and post) study with purposive sampling. All the Family Medicine residents enrolled at The Aga Khan University Hospital participated in the study after giving consents. The course covered most common skin conditions. Multiple slide sessions, online lectures, clinical presentations, case-based scenarios, and quizzes were included in the course. Knowledge was assessed through pre- test by multiple choice questions. Post tests were taken after completion of the modules to assess the improvement in the knowledge of residents about basic dermatological conditions by multiple choice questions. After completion of sessions a survey questionnaire was administered to evaluate the perception of participants about blended learning strategy.

Results: The tests scores were significantly higher in the post test. The majority of the residents were satisfied with the course delivery. A statistically significant difference was found between pre and post test results with a P value 0.000.

Conclusions and recommendation: Blended learning is an effective and innovative teaching strategy that helped family medicine residents to enhance their learning more effectively. We recommend that this method of teaching strategy should be used in other clinical disciplines in different contexts.didifferent contexts.

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审稿时长
40 weeks
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