目标:粉笔谈话是一口式教学的一种子类型,与传统教学方法相比具有潜在的好处,包括他们对视觉效果的使用,适应性,并有可能变得更有吸引力。这项研究的目的是基于一口大小的教学和粉笔演讲,为精神病学书记期间的医学生开发和评估定向课程的有效性。
方法:开发了一系列简短(10分钟)的讲座,涵盖了精神病学的基本技能,包括精神病学访谈,精神状态检查,和鉴别诊断。研究作者在精神病学书记的第一天,在60分钟的小组教育会议上向医学生介绍了讲座,每组10-15名学生。在会前和会后调查中收集了数据,这些调查测量了对关于精神状态考试术语的4个基于知识的问题的回答,3个问题评估完成与会谈相关的技能的信心,和3个问题评估关于这些技能的信念。
结果:56名医学生参加了教育课程并完成了会前和会后调查。学生在回答知识问题和对所有技能的信心方面表现出显着改善,并表明他们对这些主题的信念发生了重大变化。
结论:尽管这是一项没有对照组的小型研究,结果提供了初步证据,证明基于一口大小的教学和粉笔演讲的基础精神病学主题的教学方法可能是传统的基于讲座的课程的可接受且更具时效性的替代方案,并且可以在知识和态度上产生重大变化。
OBJECTIVE: Chalk talks are a subtype of bite-sized teaching with potential benefits over conventional teaching methods, including their use of visuals, adaptability, and potential to be more engaging. The objective of this study was to develop and evaluate the effectiveness of an orientation curriculum for medical students during the psychiatry clerkship based on bite-sized teaching and chalk talks.
METHODS: A series of brief (10 min) lectures were developed covering fundamental skills in psychiatry, including psychiatric interview, mental status exam, and differential diagnosis. Talks were presented to medical students by the study author on the first day of their psychiatry clerkship in 60-min group educational sessions with 10-15 students per group. Data was gathered in pre- and post-session surveys that measured response to 4 knowledge-based questions on mental status exam terminology, 3 questions assessing confidence in completing skills associated with the talks, and 3 questions assessing beliefs regarding these skills.
RESULTS: Fifty-six medical students participated in the educational sessions and completed pre- and post-session surveys. Students showed significant improvement from pre- to post-session in answering knowledge questions and perceived confidence in all skills, and indicated significant change in their beliefs regarding these topics.
CONCLUSIONS: Although this is a small study without a control group, the results provide initial evidence that approaches to teaching foundational psychiatry topics based on bite-sized teaching and chalk talks may be an acceptable and more time-efficient alternative to a traditional lecture-based curriculum, and can produce significant changes in knowledge and attitudes.