Self-learning followed by telepresence instruction of focused cardiac ultrasound with a handheld device for medical students: a preliminary study.
Self-learning followed by telepresence instruction of focused cardiac ultrasound with a handheld device for medical students: a preliminary study.
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自学习，然后是针对医学生的手持设备的关注心脏超声的触觉指导：一项初步研究。
DOI：
10.1007/s10396-022-01233-3
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发表时间：
2022-07
影响因子：
1.8
通讯作者：
Taniguchi, Nobuyuki
中科院分区：
文献类型：
--
作者：
Kameda, Toru;Koibuchi, Harumi;Konno, Kei;Taniguchi, Nobuyuki
关键词：
摘要本研究旨在探讨在医学生聚焦心脏超声（FOCUS）教育中，自主学习与不自主训练（受试者自行扫描）及远程呈现教学的可行性与效率。本研究包括24名医学生。参与者首先完成了一项书面预测试，然后被随机分为视频讲座组（参与者观看视频讲座）或自我训练组（参与者观看视频讲座并自我练习FOCUS）。在完成自学后，他们完成了书面后测。然后他们进行了技能预测试和第一感知调查。然后提供了网真指导。最后，他们进行了技能后测和第二次感知调查。笔试后总分显著高于前总分（P < 0.001）。在技能前测中，视频教学组与自我训练组的得分差异无统计学意义（P = 0.542）。技能后测总分显著高于技能前测总分（P = 0.008）。42%的视频讲座组参与者认为视频讲座是技能前测的有效准备，而同一组的所有参与者都认为视频讲座和远程呈现教学的结合是技能后测的有效准备。本研究验证了医学生自我学习后网真教学的可行性和有效性。
This study aimed to assess the feasibility and efficiency of self-learning with or without self-training (subjects performed scans on themselves) and telepresence instruction in focused cardiac ultrasound (FOCUS) education for medical students. This study included 24 medical students. The participants initially completed a written pre-test and were randomized into a video lecture (participants watched a video lecture) or self-training (participants watched a video lecture and self-performed FOCUS) group. After finishing self-learning, they completed a written post-test. Then they undertook a skill pre-test and a first perception survey. Telepresence instruction was then provided. Finally, they undertook a skill post-test and a second perception survey. The written post-test total scores were significantly higher than the pre-test total scores (P < 0.001). In the skill pre-test, the scores for the video lecture and self-training groups were not significantly different (P = 0.542). The skill post-test total scores were significantly higher than the skill pre-test total scores (P = 0.008). Forty-two percent of the video lecture group participants agreed that the video lecture was effective preparation for the skill pre-test, while all participants in the same group agreed that the combination of the video lecture and telepresence instruction was effective preparation for the skill post-test. This study demonstrated the feasibility and efficiency of self-learning followed by telepresence instruction on FOCUS for medical students.
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影响因子：
2.1
作者：
Jensen, Stig H.;Weile, Jesper;Kirkegaard, Hans
通讯作者：
Kirkegaard, Hans
影响因子：
3.7
作者：
Fuchs, Lior;Gilad, David;Kobal, Sergio
通讯作者：
Kobal, Sergio
影响因子：
2.3
作者：
Poland, Scott;Frey, Jennifer A.;Ahmed, Rami A.
通讯作者：
Ahmed, Rami A.
本科医学教育的超声检查：吉奇医科大学实施的全面审查和教育计划。
DOI：
10.1007/s10396-021-01178-z
发表时间：
2022-04
期刊：
Journal of medical ultrasonics (2001)
影响因子：
--
作者：
Kameda T;Taniguchi N;Konno K;Koibuchi H;Omoto K;Itoh K
通讯作者：
Itoh K
DOI：
10.4250/jcu.2017.25.3.75
发表时间：
2017-09
期刊：
Journal of cardiovascular ultrasound
影响因子：
--
作者：
Galusko V;Khanji MY;Bodger O;Weston C;Chambers J;Ionescu A
通讯作者：
Ionescu A