- 期刊
- OpenAccess
An Evaluation of the Use of Student Response Systems in Teaching Diagnostic Reasoning for Physicians
摘要
Background: Feedback is an aspect of teaching strategy that facilitates the learners to achieve expertise in the necessary skills for effective diagnostic reasoning. Several studies have demonstrated that student response systems (SRSs) are useful for enhancing learner engagement and obtaining immediate feedback. We aimed to examine the experiences of learners who used SRSs in a diagnostic reasoning class. Methods: In 2016, an observational study was conducted on a 4-hour training course on ＂improving physicians' diagnostic process＂ that included 34 physicians. The Zuvio multimedia online interactive system was used. The learners could use smartphones to respond to the questions. A 5-point Likert-type scale quantitative questionnaire was designed to explore the viewpoints of the learners regarding the students' engagement, feedback, and outcomes. The learners were requested to complete a brief qualitative feedback form that included the following two sections: (1) the benefits and (2) the challenges of using SRSs. Qualitative and quantitative methods were used for data analyses. Results: Total 32 participants (response rate: 94%) completed the questionnaire. Most respondents reported that using the SRSs enabled them to concentrate more effectively, express themselves in a stress-free environment, strengthen their interactions with peers and teachers, improve their participation in discussions, and obtain useful feedback. Three themes were identified from the qualitative results: (1) facilitating learning, (2) hardware limitations, and (3) question-development skills. Conclusion: The SRSs can be easily implemented and positively affect the teaching of diagnostic reasoning. However, teachers should develop question-development skills so that the systems function more effectively in the instruction of diagnostic reasoning.
延伸閱讀
- 洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳（2009）。A Study of the Identification Process for Students with Reading Disabilities: Screening Versus Teacher Referral。特殊教育研究學刊，34(1)，1-22。https://doi.org/10.6172/BSE200903.3401001
- Kwan, C. Y., & Lee, M. C. (2019). The Foundation of Problem-based Learning in Medical Education: A Broader Concept of Integrative Learning. 醫學與健康期刊, 8(1), 1-14. https://www.airitilibrary.com/Article/Detail?DocID=23046856-201903-201903260017-201903260017-1-14
- 廖世傑、吳錫金、黃崑巖、陳偉德（2007）。Improving the Effect of Lecturing in Medical Education via the Classroom Response System。Journal of Medical Education，11(2)，74-79。https://doi.org/10.6145/jme.200706_11(2).0008
- Chen, C. Y., & Shan, Y. S. (2020). Student-Centered Learning in Medical Education in Relationship to Patient-Centered Care in Clinical Settings. 醫學與健康期刊, 9(3), 15-16. https://www.airitilibrary.com/Article/Detail?DocID=23046856-202011-202011300018-202011300018-15-16
- Kwan, C. Y., Lee, M. C., & Chou, F. C. C. (2020). Student-Centered Learning in Medical Education in Relationship to Patient-Centered Care in Clinical Settings. 醫學與健康期刊, 9(3), 1-11. https://www.airitilibrary.com/Article/Detail?DocID=23046856-202011-202011300018-202011300018-1-11