Active learning on the ward: outcomes from a comparative trial with traditional methods.
Medical Education 2011: : 273-279 Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is neces...
| Publicado en: | Medical Education Vol. 45; no. 3; pp. 273 - 280 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Mar2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104807599&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104807599 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Mar2011 vid: 45 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104807599 57944249 10.1111/j.1365-2923.2010.03846.x NLM21299601 104807599 ppf: 273 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Active learning on the ward: outcomes from a comparative trial with traditional methods. aug: au: Melo Prado H Hannois Falbo G Rodrigues Falbo A Natal Figueirôa J affil: Instituto de Medicina Integral Professor Fernando Figueira IMIP, Recife, Pernambuco, Brazil sug: subj: Patient Rounds Evaluation Education, Medical Evaluation Teaching Methods Evaluation Pediatric Care Education Human Descriptive Statistics P-Value Student Performance Appraisal Health Knowledge Evaluation Brazil McNemar's Test Data Analysis, Statistical Data Analysis Software Male Female Adult Child Diarrhea Education Pneumonia Education Clinical Trials Adult: 19-44 years Child: 6-12 years Male Female ab: Medical Education 2011: : 273-279 Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48 hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p = 0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; p < 0.001), and student opinion on the methods (61 students [84.7%] versus 38 students [52.8%]; p < 0.001). The active methodology produced better results than the traditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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