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首页> 美国卫生研究院文献>GMS Journal for Medical Education >Interactive peer-guided examination preparation course for second-year international full-time medical students: quantitative and qualitative evaluation
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Interactive peer-guided examination preparation course for second-year international full-time medical students: quantitative and qualitative evaluation

机译：面向国际第二年制全日制医学生的交互式同伴指导考试准备课程：定量和定性评估

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>Background: It has been documented that international students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress, a lack of support and perform poorer than local fellow-students in clinical examinations. It has been documented that international medical students benefit from peer-led tutorials in their first year. We investigated the effectiveness of a tutorial offered for international medical students in their second year.>Methods: A peer-guided examination preparation course with interactive elements for second year international medical students was designed, learning objectives were defined. Two evaluations were undertaken: In a quantitative assessment, students were asked to fill out five multiple-choice-questions at the beginning of every session of the tutorial (pre-test) as well as to participate in a post-test at the end of the semester in which all former multiple-choice-questions were re-used. Using a qualitative approach, participants were asked for their thoughts and comments in a semi-structured interview at the end of the semester.>Results: International students (N=12) showed significantly better results in the post- than in the pre-test (t(11)=–8.48, p<.001, d=1.95). Within the interviews, international students (N=10) reported to have benefited from technical and didactic, as well as social learning experiences. The individual lectures students were asked to contribute were discussed controversially.>Conclusion: Our peer-guided tutorial for second year international medical students is an effective and well accepted possibility to prepare these students for examinations.
机译：>背景：据记录，由于语言和文化障碍，国际学生面临着各种各样的挑战。国际医学生遭受个人困扰，缺乏支持，并且在临床检查方面的表现比当地同胞差。有文献记载，国际医学专业的学生在第一年就受益于同行指导的教学。我们研究了为国际医学专业学生提供的第二年辅导的有效性。>方法：为国际医学专业的二年级学生设计了一个具有互动元素的同伴指导考试准备课程，定义了学习目标。进行了两次评估：在定量评估中，要求学生在教程的每节课开始时（预测试）填写五个选择题，并在课程结束时参加后测。重新使用所有以前的多项选择题的学期。使用定性方法，在学期末的半结构化访谈中要求参与者提供他们的想法和意见。>结果：国际学生（N = 12）在学习后的学习成绩显着提高比预测试中的（t（11）= – 8.48，p <.001，d = 1.95）。在采访中，国际学生（N = 10）据报告从技术和教学以及社会学习经验中受益。 >结论：我们为二年级国际医学生设计的同伴指导教程是为这些学生准备考试的有效且广为接受的可能性。

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