Active methodologies association with online learning fatigue among medical students.
Active methodologies association with online learning fatigue among medical students.
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DOI：
10.1186/s12909-022-03143-x
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发表时间：
2022-02-01
影响因子：
3.6
通讯作者：
Kubrusly M
中科院分区：
文献类型：
--
作者：
de Oliveira Kubrusly Sobral JB;Lima DLF;Lima Rocha HA;de Brito ES;Duarte LHG;Bento LBBB;Kubrusly M
由于当前COVID-19疫情及社交距离问题，许多医学院实施远程教育。教育机构面临的挑战是继续促进教学，同时让教师和学生留在家中，以减少病毒的传播。这一变化损害了学生的心理健康，因为参加视频会议会使他们感到疲惫或疲劳，称为“变焦疲劳”。尽管缩放疲劳对医学教育的重要性，但可以观察到，还没有研究通过主动方法在这种疲劳的起源中在线教学和学习过程的作用。我们的目的是评估使用的教学方法和变焦疲劳的患病率之间的关联。在巴西塞阿拉医学院进行了一项跨部门、定量、分析性研究。基于问题的学习（PBL）教学法是第一学期唯一使用的方法，PBL与传统教学一起，即，混合式教学法，被用在其他的学校里。使用了变焦疲劳和疲劳量表（ZEF），问题目前已在巴西葡萄牙语中得到验证。卡方检验被用来验证测量变量和教学方法之间的统计关联。在使用混合模型的学生中，变焦疲劳的患病率达到56%，而使用PBL方法的学生为41%，具有统计学显著差异（p值= 0.027）。总体变焦疲劳的平均患病率为48%。使用混合方法的学生与PBL学生不同，他们在视频会议后想要独处的频率显著更高（分别为16.9%和7.1%），并且在视频会议后需要时间独处（分别为10.2%和3.6%）。考虑到变焦疲劳可能会在COVID-19大流行之后持续多年，了解并提供有关如何减少视频会议疲劳的说明非常重要。本研究表明，学生的积极参与和活动的数量是需要考虑的重要因素。
Due to the current scenario of the COVID-19 pandemic and the social distancing issues, distance learning was implemented in many medical schools. Educational institutions faced the challenge of continuing to promote teaching and learning while keeping teachers and students in their homes, aiming to reduce the spread of the virus. This change compromised the students’ mental health, due to the degree of exhaustion or fatigue attributed to the involvement in videoconferences, called “zoom fatigue”. Despite the importance of zoom fatigue for medical education, it can be observed that there have not been studies on the role of the online teaching and learning process through active methodologies in the genesis of this fatigue. We aimed to assess the association of the teaching method used and the prevalence of zoom fatigue. A cross-sectional, quantitative, analytical study was carried out in Medical Schools of Ceará, Brazil. Problem-Based Learning (PBL) teaching methodology is the only methodology used in the first semester and PBL together with traditional teaching, i.e., hybrid teaching, is used in the other ones. The Zoom Exhaustion & Fatigue Scale (ZEF) was used, with the questions currently validated for Brazilian Portuguese. Chi-square tests were used to verify the statistical association between the measured variables and the teaching methodology. The prevalence of zoom fatigue reached 56% in students using the hybrid model, versus 41% in those using the PBL methodology, with a statistically significant difference (p value = 0.027). The mean prevalence of overall zoom fatigue was 48%. Students using the hybrid methodology differed from PBL students by having a significantly higher frequency of feelings of wanting to be alone after a videoconference (16.9 vs. 7.1%, respectively) and needing time to be alone after a video conference (10.2 vs. 3.6%, respectively). Considering that zoom fatigue may stay with us for years beyond the COVID-19 pandemic, it is important to know and provide instructions on how to reduce video conferencing fatigue. The present study suggests that the active participation of students and the number of activities are important factors to be considered.
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