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Introducing technology into medical education: Two pilot studies

机译：将技术引入医学教育：两项试点研究

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摘要

Objectives: Educators are integrating new technology into medical curriculum. The impact of newer technology on educational outcomes remains unclear. We aimed to determine if two pilot interventions, (1) introducing iPads into problem-based learning (PBL) sessions and (2) online tutoring would improve the educational experience of our learners. Methods: We voluntarily assigned 26 second-year medical students to iPad-based PBL sessions. Five students were assigned to Skype for exam remediation. We performed a mixed-method evaluation to determine efficacy. Results: Pilot 1: Seventeen students completed a survey following their use of an iPad during the second-year PBL curriculum. Students noted the iPad allows for researching information in real time, annotating lecture notes, and viewing sharper images. Data indicate that iPads have value in medical education and are a positive addition to the curriculum. Pilot 2: Students agreed that online tutoring is at least or more effective than in-person tutoring. Conclusions: In our pilot studies, students experienced that iPads and Skype are beneficial in medical education and can be successfully employed in areas such as PBL and remediation. Practice implications: Educators should continue to further examine innovative opportunities for introducing technology into medical education.
机译：目标：教育者正在将新技术整合到医学课程中。新型技术对教育成果的影响尚不清楚。我们旨在确定两种试点干预措施，（1）将iPad引入基于问题的学习（PBL）课程，以及（2）在线辅导是否会改善学习者的教育体验。方法：我们自愿分配26名二年级医学生参加基于iPad的PBL课程。五名学生被分配到Skype进行考试补救。我们进行了混合方法评估以确定疗效。结果：飞行员1：在第二年的PBL课程中，使用iPad后，有17名学生完成了一项调查。学生们注意到，iPad允许实时研究信息，注释讲义和查看更清晰的图像。数据表明，iPad在医学教育中具有价值，并且是课程的积极补充。试点2：学生一致认为，在线辅导至少比面对面辅导更有效。结论：在我们的实验研究中，学生们体验到iPad和Skype在医学教育方面是有益的，并且可以成功地应用于PBL和修复等领域。实践意义：教育工作者应继续研究将技术引入医学教育的创新机会。

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