Small Private Online Course in Teaching Oncology-Feedback After 1 Year: What Lessons?
Small Private Online Course in Teaching Oncology-Feedback After 1 Year: What Lessons?
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DOI：
10.1007/s13187-019-01598-z
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发表时间：
2021-02-01
影响因子：
1.6
通讯作者：
Rouge-Bugat, Marie-Eve
中科院分区：
文献类型：
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作者：
Vaysse, Charlotte;Fize, Anne-Laure;Rouge-Bugat, Marie-Eve
针对肿瘤学医疗护理的复杂性，2年前，我们设计了一种新的教学方法(SPOC，小型私立在线课程)，通过强调社区与医院的接口来提高癌症治疗及其管理。这项研究的教育目标是在一年后评估对这种教学的兴趣是否在长期内保持不变，以满足教育和经济要求。我们设计了一份包含18个问题的问卷，分为3个主要部分，描述了参与者的概况、个人经历和SPOC的当前使用情况。前两次共1574人，其中182人(11.5%)在1年后完成问卷调查。大多数受访者年龄在31岁至60岁之间，属于辅助医疗群体(47.81%)。一年后，84.6%的参与者对SPOC的内容感到满意或非常满意，83.6%的参与者会推荐它，67%的参与者会有兴趣再次使用更新的SPOC。只有4.9%的人与其他参与者保持一定的联系，4.9%的人与老师保持联系。31.3%的受访者认为SPOC对他们的专业活动有中等影响，33.5%的受访者认为影响很大，2.7%的受访者认为完全影响，24.7%的受访者认为影响不大。1年后的评估表明，这种数字化学习方式对参与者的专业实践产生了全球积极的影响。这项研究强调了这种教学后参与者的赋权，但参与者之间的网络并没有得到加强。
In response to the complexity of medical care in oncology, 2 years ago, we designed a new teaching method (SPOC, Small Private Online Course) to improve cancer treatment and its management by emphasizing the community-hospital interface. The educational objective of this study was to evaluate after 1 year if the interest for this teaching remained constant over the long term to meet both educational and financial requirements. We designed a questionnaire including 18 questions grouped in 3 main parts describing the profile of the participants, his/her own experience, and the current utilization of the SPOC. Of 1574 participants of the 2 first sessions, 182 (11.5%) completed the questionnaire after 1 year. The majority of respondents were between the ages of 31 and 60 and belonged to a paramedical group (47.81%). After 1 year, 84.6% participants were satisfied or very satisfied with the content of the SPOC, 83.6% would recommended it, and 67% would be interested in using an updated SPOC again. Only 4.9% kept some contacts with other participants and 4.9% with teachers. 31.3% considered that the SPOC had a medium impact on their professional activity, 33.5% a lot, and 2.7% completely whereas 24.7% considered that it had little impact. The evaluation at 1 year showed that this digital learning method had a global positive impact on the professional practice of the participants. This study highlighted the empowerment of participants after this kind of teaching, but the network between participants was not enhanced.