Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.
Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.
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DOI：
10.1051/ject/2004363235
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发表时间：
2004-09
期刊：
影响因子：
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通讯作者：
J. Riley;J. Austin;D. Holt;B. Searles;E. Darling
中科院分区：
文献类型：
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作者：
J. Riley;J. Austin;D. Holt;B. Searles;E. Darling
许多大学灌注教育 (PE) 项目面临的挑战是学生需要在与主教育校区地理位置不同的医院地点进行临床轮换。该问题已通过远程学习环境得到解决。这项教育研究的目的是评估这种教学模式应用于体育的有效性。基于网络的虚拟教室（VC）环境和教育管理系统（EMS）软件是独立实施的，并作为多个大学体育项目中教室之间基于互联网的实时交互式音频/视频传输的辅助手段。这些互联网环境已以多种方式使用，包括：1）大学教师、学生和临床站点导师之间交流的论坛，2）专家临床医生向分配到远程临床站点的学生进行教学讲座，3）旨在增强学生分析能力的小组基于问题的学习模块，以及4）将传统的面对面讲座转换为异步学习模块。提出了学生和教师满意度、临床经验和学习成果的假设和衡量标准，并收集了一些早期的学生反馈。对于强调教学和临床教育的课程，使用基于互联网的 VC 和 EMS 软件比传统模式提供了显着的进步。公认的优势包括：1）改善了学院教师与学生和临床导师之间的沟通，2）增强了与全国专业技术临床专家网络的联系，3）通过持续的教学课程工作扩大了学生远程临床轮换的机会，4）通过实施异步学习模块提高了学生之间临床经验的连续性和一致性。学生认可在线信息呈现的学习效率，但仍然更喜欢传统的面对面课堂环境。传统范式所施加的限制源于对学生和教师同时位于同一地点的依赖。这些对于使用地理上独立的临床地点来提供临床经验的 PE 项目来说是重大障碍。从历史上看，这导致了理论表达的瓦解，以及临床经验机会的数量或质量的减少。新的体育模式有助于消除限制并提高教育质量，特别是在面对经济挑战时。灌注教育的学生和教师必须共同努力寻找与传统课堂方法相当的基于计算机的产品。
A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on-line information presentation but still prefer the traditional face-to-face classroom environment. Traditional paradigms impose limitations that are rooted in dependence upon the students and instructors being physically located in the same place at the same time. These represents significant impediments for PE programs that use geographically separate clinical sites to provide clinical experience. Historically this has led to a disintegration of the presentation of theory, and a reduction in the quantity or quality of clinical experience opportunities. New PE models help to eliminate limitations and improve the quality of education especially in the face of economic challenges. Perfusion education students and faculty will have to work together to find computer-based offerings that are equivalent to traditional classroom methods.