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首页> 外文期刊>BMC Medical Education >Different ways to present clinical cases in a classroom: video projection versus live representation of a simulated clinical scene with actors
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Different ways to present clinical cases in a classroom: video projection versus live representation of a simulated clinical scene with actors

机译：在教室中展示临床病例的不同方式：视频投影与演员现场模拟临床场景的现场展示

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Use of the video digital format in the classroom is a common way to present clinical cases to stimulate discussion and increase learning. A simulated live performance with actors, also in the classroom, could be an alternative way to present cases that may be more attractive to arouse students’ interest and attention. The aim of the present study was to compare the learning process between a group of students who saw a clinical case as a simulated live scene in the classroom and others seeing the same clinical case projected by video. One hundred and thirty-one students (69 from physiotherapy and 62 from medicine) attended an interactive seminar on delirium in older people. Each group was subdivided into two groups: one saw the clinical case as a theatrical performance in the classroom (scene group; n?=?68), while the other saw the same case projected on video (video group; n?=?63). Before and after attending the seminar, students answered a questionnaire [four questions on theoretical knowledge of delirium (score 0–7) and two on subjective learning perception (linear scale: 0–10) (score 0–20)]. At the end, a further question was included on the usefulness of the scene or a video in the learning process (linear scale: 0–10). Students in both groups (live scene and video) significantly improved in all questionnaire scores after the seminar (p?=?0.001) with a large Effect Size (ES??0.80). Students of the scene group obtained higher scores on theoretical delirium knowledge [6.41?±?0.73 vs 5.93?±?1.31 (p?=?0.05)], subjective learning perception questions (what they thought they knew about delirium) (16.28?±?3.51 versus 15.92?±?2.47 (p?=?0.072)], and the overall questionnaire (22.45?±?4.15 versus 21.48?±?2.94 (p?=?0.027)] than the video group. Students of the scene group opined that live scene was very useful for learning with a mean score of 9.04?±?1.16 (range 0–10), and opinion in the student’s video group scored 8.21?±?1.22 (p?=?0.001). All students improved significantly their knowledge but those who saw the theatrical performance obtained slightly better results, which suggest that this form of clinical case presentation in the classroom may be an alternative at least as effective as traditional video projections.
机译：在教室中使用视频数字格式是呈现临床病例以激发讨论和增加学习的一种常见方式。与演员一起在教室里进行的模拟现场表演可能是展示案例的一种替代方法，这种案例可能更能引起学生的兴趣和关注。本研究的目的是比较一组将临床案例视为教室中的模拟现场场景的学生与其他通过视频投影的相同临床案例的学生之间的学习过程。 131名学生（69名来自物理疗法，62名来自医学）参加了有关老年人del妄的互动研讨会。每组又分为两组：一组将临床病例视为教室中的戏剧表演（场景组; n = 68），另一组将相同的病例投影到视频上（视频组; n = 63） ）。在参加研讨会之前和之后，学生回答了一个问卷[关于[妄的理论知识的四个问题（得分0-7），关于主观学习知觉的两个问题（线性等级：0-10）（得分0-20）]。最后，还有一个问题涉及场景或视频在学习过程中的有用性（线性范围：0-10）。研讨会结束后，两组学生（现场场景和视频）的所有问卷调查得分均显着提高（p = 0.001），且效果大小较大（ES≥0.80）。现场小组的学生在theoretical妄理论知识上得分更高[6.41？±？0.73对5.93？±？1.31（p？=？0.05）]，主观学习感知问题（他们认为自己对del妄有什么了解）（16.28？± [3.51比15.92±±2.47（p？=？0.072）]，和总体问卷调查表（22.45？±？4.15与21.48？±？2.94（p？=？0.027）]高于视频组。小组认为现场场景对于学习非常有用，平均得分为9.04±1.16（范围0-10），学生视频组的意见得分为8.21±1.22（p = 0.001）。他们的知识得到了显着提高，但看过戏剧表演的人获得了稍微更好的结果，这表明这种在教室里进行临床病例演示的形式至少可以像传统视频投影一样有效。

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