PDF(Pubmed)
Abstract：
Triggered by the COVID-19 pandemic, medical education has moved online, tasking medical educators with developing virtual learning experiences. This is particularly challenging for less-represented disciplines, such as ophthalmology. We designed a red eye clinical reasoning case for preclinical medical students, which can be delivered virtually, using video conference software.
We developed a 90-minute red eye/clinical reasoning workshop for which prereading was assigned to students. We then delivered a virtual development session to nonophthalmologist copreceptors and provided a session faculty guide. The entire first-year medical student class (No. = 140) participated in one of four identical workshops, which included virtual small- and large-group discussions. Students completed a knowledge pre- and posttest, and an optional session postsurvey.
Knowledge gains from pretest (No. = 94) to posttest (No. = 73) were statistically significant (p < .05), with average scores improving from 57% to 70%. Overall, students were satisfied, rating the following items 4 or 5 out of 5: session (86%, No. = 31), virtual format (83%, No. = 30), and if they recommended future use (69%, No. = 35).
This novel, virtual clinical reasoning case simulated small- and large-group learning, achieved knowledge gains, and was well received by students. Minor technical challenges were encountered but successfully remedied, without apparent disruption to learning. This virtual medical education model can be used to enhance ophthalmology education in preclinical medical students and can be adapted for virtual design of other curricular content.
We developed a 90-minute red eye/clinical reasoning workshop for which prereading was assigned to students. We then delivered a virtual development session to nonophthalmologist copreceptors and provided a session faculty guide. The entire first-year medical student class (No. = 140) participated in one of four identical workshops, which included virtual small- and large-group discussions. Students completed a knowledge pre- and posttest, and an optional session postsurvey.
Knowledge gains from pretest (No. = 94) to posttest (No. = 73) were statistically significant (p < .05), with average scores improving from 57% to 70%. Overall, students were satisfied, rating the following items 4 or 5 out of 5: session (86%, No. = 31), virtual format (83%, No. = 30), and if they recommended future use (69%, No. = 35).
This novel, virtual clinical reasoning case simulated small- and large-group learning, achieved knowledge gains, and was well received by students. Minor technical challenges were encountered but successfully remedied, without apparent disruption to learning. This virtual medical education model can be used to enhance ophthalmology education in preclinical medical students and can be adapted for virtual design of other curricular content.
摘要：
由COVID-19大流行引发，医学教育已经转移到网上，让医学教育工作者开发虚拟学习体验。这对于代表性较低的学科来说尤其具有挑战性，比如眼科。我们为临床前医学生设计了一个红眼临床推理案例，可以虚拟交付，使用视频会议软件。
我们开发了一个90分钟的红眼/临床推理研讨会，为学生分配了预读。然后，我们向非眼科医生共同受体进行了虚拟开发会议，并提供了会议教师指南。整个一年级医学生班级（No.=140）参加了四个相同的讲习班之一，其中包括虚拟的小型和大型小组讨论。学生完成了知识前测和后测，和可选的会话调查后。
预测试的知识收益（编号：=94）后测（编号=73）具有统计学意义（p<0.05），平均分数从57%提高到70%。总的来说,学生很满意,将以下项目分为4项或5项：会议(86%，不。=31),虚拟格式(83%，不。=30),如果他们建议将来使用(69%，不。=35)。
这部小说,虚拟临床推理案例模拟小群体和大群体学习，取得知识收益，深受学生欢迎。遇到了较小的技术挑战，但已成功补救，对学习没有明显的干扰。这种虚拟医学教育模式可用于加强临床前医学生的眼科教育，并可适用于其他课程内容的虚拟设计。
我们开发了一个90分钟的红眼/临床推理研讨会，为学生分配了预读。然后，我们向非眼科医生共同受体进行了虚拟开发会议，并提供了会议教师指南。整个一年级医学生班级（No.=140）参加了四个相同的讲习班之一，其中包括虚拟的小型和大型小组讨论。学生完成了知识前测和后测，和可选的会话调查后。
预测试的知识收益（编号：=94）后测（编号=73）具有统计学意义（p<0.05），平均分数从57%提高到70%。总的来说,学生很满意,将以下项目分为4项或5项：会议(86%，不。=31),虚拟格式(83%，不。=30),如果他们建议将来使用(69%，不。=35)。
这部小说,虚拟临床推理案例模拟小群体和大群体学习，取得知识收益，深受学生欢迎。遇到了较小的技术挑战，但已成功补救，对学习没有明显的干扰。这种虚拟医学教育模式可用于加强临床前医学生的眼科教育，并可适用于其他课程内容的虚拟设计。
