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Abstract：
Background Interactive patient cases have been shown to be a valuable resource in medical education. Previous studies have demonstrated that using patients as teachers can help students improve clinical reasoning and have educational benefits; however, there is limited research on student feedback on patients as teachers. The objective of this study is to evaluate second-year medical students\' (MS2s) perceptions of patient encounters during the teaching of the Skin and Musculoskeletal System Course (BMS 6635). Methods A retrospective descriptive study on prospectively maintained survey data was performed. Following course completion, MS2s were surveyed on their experience from four to five live patient encounters at the University of Central Florida College of Medicine from 2016-2022. The interactive cases involved patients with dermatologic, autoimmune, and musculoskeletal diseases. All MS2s enrolled in BMS 6635 were included. Statistical analysis was performed on survey responses to students\' perceptions of live patient encounters. Results Seven hundred surveys were completed following the interactive patient encounters. Ninety percent of participants answered that they enjoyed the cases, 92% agreed the cases were an appropriate learning experience for their education, and 76% agreed the cases helped with material retention. From 2016 to 2022, there was a slight decrease in enjoyment in the cases over time (97%, 88%, 93%, 94%, 86%, 81%, p<.001, respectively), and student agreement that patient cases were an appropriate learning experience in their education (98%, 92%, 94%, 95%, 93%, 84%, p=.001, respectively), but overall remained greater than 80% satisfaction. Conclusions Patient cases are perceived to be a valuable educational resource by second-year medical students and therefore should be integrated in medical curricula. Students enjoyed patient cases, believed they had an educational benefit, and perceived they aided in material retention.
摘要：
背景技术交互式患者病例已被证明是医学教育中的宝贵资源。先前的研究表明，使用患者作为教师可以帮助学生改善临床推理并具有教育益处；然而，关于学生对作为教师的患者的反馈的研究有限。这项研究的目的是评估二年级医学生（MS2）在皮肤和肌肉骨骼系统课程（BMS6635）教学过程中对患者遇到的看法。方法对前瞻性维持的调查数据进行回顾性描述性研究。课程完成后，从2016年至2022年，MS2在中佛罗里达大学医学院接受了四到五次现场患者接触的调查。互动病例涉及皮肤科患者，自身免疫，和肌肉骨骼疾病。纳入BMS6635登记的所有MS2。对学生对现场患者遭遇的看法的调查回应进行了统计分析。结果在交互式患者相遇后，完成了700次调查。90%的参与者回答说他们喜欢这些案例，92%的人认为这些案例是他们教育的适当学习经历，76%的人认为这些案件有助于材料保留。从2016年到2022年，随着时间的推移，案件的享受略有下降(97%，88%,93%,94%,86%,81%,分别为p<.001)，和学生同意病人病例是他们教育中的适当学习经历(98%，92%,94%,95%,93%,84%,分别为p=.001)，但总体满意度仍高于80%。结论二年级医学生认为患者病例是宝贵的教育资源，因此应将其纳入医学课程。学生喜欢病人的情况下，相信他们有教育上的好处，并认为它们有助于物质保留。
