PDF(Pubmed)
Abstract：
BACKGROUND: We aimed to determine whether a new online interactive learning method for fifth-year medical students could improve their knowledge of pre- and postoperative care during the COVID-19 era.
METHODS: A retrospective cohort study was conducted from June 2020 to May 2022 during the pre- and postoperative care course for fifth-year medical students in a university hospital in southern Thailand. Students in the 2020 cohort received only a 60-minute lecture on spinal anesthesia via Zoom while a 3-step online interactive learning method was used for the 2021 cohort. Step 1: students performed self-study comprised of video lectures and case-based discussion one week before the online class with a pre-test submitted via Google forms. Step 2: an online interactive case-based discussion class was performed via Zoom by two experienced anesthesia staff and a post-test was submitted by the students via Google forms. Step 3: a small group discussion of course evaluation between 13 representatives of students and anesthesia staff was performed via Zoom. A comparison of the post-test and pre-test scores containing 20 multiple choice questions as well as the final exam scores before (2020) and after (2021) the new interactive learning was performed using a t-test.
RESULTS: There were 136 and 117 students in the 2020 and 2021 academic years, respectively. The final mean (SD) exam scores for the 2020 and 2021 academic years were 70.3 (8.4) and 72.5 (9.0), respectively with a mean (95% confidence interval (CI)) difference of 2.2 (4.3, -0.02). In 2021, the mean (95% CI) difference between the post-test and pre-test scores was 5.8 (5.1, 6.5). The student representatives were satisfied with the new learning method and gave insightful comments, which were subsequently implemented in the 2022 academic year course.
CONCLUSIONS: The new interactive learning method improved the knowledge of fifth-year medical students attending pre- and postoperative care course during the COVID-19 era. The final exam scores may not be suitable to represent the overall outcomes of the new interactive learning method. Using an online two-way communication method can improve the overall satisfaction and course adaptation during the COVID-19 era.
METHODS: A retrospective cohort study was conducted from June 2020 to May 2022 during the pre- and postoperative care course for fifth-year medical students in a university hospital in southern Thailand. Students in the 2020 cohort received only a 60-minute lecture on spinal anesthesia via Zoom while a 3-step online interactive learning method was used for the 2021 cohort. Step 1: students performed self-study comprised of video lectures and case-based discussion one week before the online class with a pre-test submitted via Google forms. Step 2: an online interactive case-based discussion class was performed via Zoom by two experienced anesthesia staff and a post-test was submitted by the students via Google forms. Step 3: a small group discussion of course evaluation between 13 representatives of students and anesthesia staff was performed via Zoom. A comparison of the post-test and pre-test scores containing 20 multiple choice questions as well as the final exam scores before (2020) and after (2021) the new interactive learning was performed using a t-test.
RESULTS: There were 136 and 117 students in the 2020 and 2021 academic years, respectively. The final mean (SD) exam scores for the 2020 and 2021 academic years were 70.3 (8.4) and 72.5 (9.0), respectively with a mean (95% confidence interval (CI)) difference of 2.2 (4.3, -0.02). In 2021, the mean (95% CI) difference between the post-test and pre-test scores was 5.8 (5.1, 6.5). The student representatives were satisfied with the new learning method and gave insightful comments, which were subsequently implemented in the 2022 academic year course.
CONCLUSIONS: The new interactive learning method improved the knowledge of fifth-year medical students attending pre- and postoperative care course during the COVID-19 era. The final exam scores may not be suitable to represent the overall outcomes of the new interactive learning method. Using an online two-way communication method can improve the overall satisfaction and course adaptation during the COVID-19 era.
摘要：
背景：我们的目的是确定针对五年级医学生的新的在线交互式学习方法是否可以提高他们在COVID-19时代的术前和术后护理知识。
方法：2020年6月至2022年5月，在泰国南部一所大学医院的五年级医学生的术前和术后护理课程期间，进行了一项回顾性队列研究。2020年队列中的学生仅通过Zoom接受了60分钟的脊髓麻醉讲座，而2021年队列中使用了3步在线交互式学习方法。步骤1：学生在在线课程开始前一周进行包括视频讲座和基于案例的讨论的自学，并通过Google表格提交预先测试。步骤2：由两名经验丰富的麻醉人员通过Zoom进行在线交互式案例讨论课程，并由学生通过Google表格提交后期测试。步骤3：通过Zoom对13名学生代表和麻醉人员之间的课程评估进行了小组讨论。使用t检验对包含20个多项选择题的测试后和测试前分数以及新的交互式学习之前（2020年）和之后（2021年）的最终考试成绩进行比较。
结果：在2020和2021学年有136和117名学生，分别。2020和2021学年的最终平均（SD）考试成绩分别为70.3（8.4）和72.5（9.0），分别为2.2(4.3，-0.02)的平均(95%置信区间(CI))差异。2021年，测试后和测试前得分之间的平均（95％CI）差异为5.8（5.1，6.5）。学生代表对新的学习方法感到满意，并给出了有见地的评论，随后在2022学年课程中实施。
结论：新的交互式学习方法提高了在COVID-19时代参加前和术后护理课程的五年级医学生的知识。最终考试成绩可能不适合代表新的交互式学习方法的总体结果。使用在线双向交流方法可以提高COVID-19时代的总体满意度和课程适应性。
方法：2020年6月至2022年5月，在泰国南部一所大学医院的五年级医学生的术前和术后护理课程期间，进行了一项回顾性队列研究。2020年队列中的学生仅通过Zoom接受了60分钟的脊髓麻醉讲座，而2021年队列中使用了3步在线交互式学习方法。步骤1：学生在在线课程开始前一周进行包括视频讲座和基于案例的讨论的自学，并通过Google表格提交预先测试。步骤2：由两名经验丰富的麻醉人员通过Zoom进行在线交互式案例讨论课程，并由学生通过Google表格提交后期测试。步骤3：通过Zoom对13名学生代表和麻醉人员之间的课程评估进行了小组讨论。使用t检验对包含20个多项选择题的测试后和测试前分数以及新的交互式学习之前（2020年）和之后（2021年）的最终考试成绩进行比较。
结果：在2020和2021学年有136和117名学生，分别。2020和2021学年的最终平均（SD）考试成绩分别为70.3（8.4）和72.5（9.0），分别为2.2(4.3，-0.02)的平均(95%置信区间(CI))差异。2021年，测试后和测试前得分之间的平均（95％CI）差异为5.8（5.1，6.5）。学生代表对新的学习方法感到满意，并给出了有见地的评论，随后在2022学年课程中实施。
结论：新的交互式学习方法提高了在COVID-19时代参加前和术后护理课程的五年级医学生的知识。最终考试成绩可能不适合代表新的交互式学习方法的总体结果。使用在线双向交流方法可以提高COVID-19时代的总体满意度和课程适应性。
