线上积极自我呈现与大学生人际困扰的关系:多重中介效应分析

目的:为探讨线上积极自我呈现、线上积极反馈、自尊与人际困扰的关系。方法:采用人际关系综合诊断量表、社交网站积极反馈问卷、社交网站自我呈现问卷和自尊量表,对内蒙古地区1069名大学生进行调查,使用SPSS进行描述性分析,使用Mplus进行多重中介效应分析。结果:(1)线上积极自我呈现、线上积极反馈、自尊均与人际困扰间呈显著负相关,积极自我呈现、线上积极反馈、自尊三者间两两呈显著正相关。(2)线上积极自我呈现对人际困扰的影响通过三条中介路後发生作用,分别通过自尊与线上积极反馈的独立中介作用,以及线上积极反馈与自尊的链式中介作用。结论:线上积极自我呈现不但能使大学生获得更多线上积极反馈和提高自尊水平,而且还能通过二者中介作用缓解人际困扰。     

The role of online videos in teaching procedural skills to post-graduate medical learners: A systematic narrative review

Abstract

Objective: Online videos are commonly used in medical education. The aim of this review was to investigate the role of online instructional videos in teaching procedural skills to postgraduate medical learners.

Methods: This systematic narrative review was conducted according to the PRISMA guidelines. MEDLINE, Cochrane Central Register of Controlled Trials, EMBASE, ERIC and Google Scholar were searched. Full texts that applied to online videos, postgraduate medical learners and procedural skills were included without language restrictions. The methodological quality of the studies was evaluated using a validated tool. A thematic analysis of the studies was carried out using a general inductive approach.

Results: A total of 785 articles were retrieved and the full text was reviewed for 66 articles that met the inclusion and exclusion criteria of the study. Twenty papers that were relevant to the role of online videos in postgraduate medical education of procedural skills were used for this review. They were heterogenous in the outcomes collected and the evidence was of variable quality. There was strong evidence for the use of online videos for procedural skill knowledge acquisition and retention. Online videos were used for various purposes, such as supervision, assessment, postoperative debriefing, providing feedback, and promoting reflection.

Conclusion: Online videos are a valuable educational tool especially for procedural skill knowledge acquisition and retention. Future research needs to be carried out on the appropriate use of platforms in disseminating and using online videos, identifying the factors surrounding the learners, video characteristics, and data protection.     

主题创意设计理念在实验诊断学慕课设计中的新应用

随着"互联网+高等教育"打破传统教育的时空界限和学校围墙,慕课平台的大力发展,慕课建设成为如今教学模式的新改革,中国医科大学附属第一医院实验诊断学教研室承担《实验诊断学》的慕课课程建设工作,并首次将主题创意设计的理念应用于医学教育的慕课建设中。课程内容涵盖目前5大专业,9章,19节,82个热门检测项目。本文从主题创意设计的课程设计理念、构建课程框架、组建主题创意团队等多方面探讨实验诊断学慕课课程建设的过程,并通过微信公众号分别对在校学生和社会人士进行关于主题创意设计理念的慕课设计的教学效果评价及满意度调查。调查结果显示在校学生及在职人员实验组的随堂小考成绩、满意度调查得分均高于对照组,差异具有统计学意义(t=4.266、4.689、4.198、3.869,P <0.001)。主题创意设计理念的慕课设计,有助提高学生对实验诊断课程的兴趣,提高慕课教学的教学质量,且在医学继续教育的领域,也可对相关专业的在职人员起到继续教育的作用。     

Cyberchondria in First Year Medical Students of Yogyakarta

Abstract

Cyberchondria is a relatively new term addressing health anxiety associated with online information. Research data is scarce, as most instruments measuring anxiety do not consider online behavior an important factor. Medical students are arguably assumed to have frequent health anxieties, i.e. “medical student syndrome.” Moreover, they are exposed to large amounts of information. We aimed to measure the level of cyberchondria severity of first-year medical students. First-year medical students of the regular program at Universitas Gadjah Mada completed self-reported instruments (the Cyberchondria Severity Scale (CSS) and the Beck Anxiety Inventory (BAI)). Cut off was determined using ROC analysis to find the best score that corresponded to BAI cut off of 16. Data were analyzed using chi square and t-tests to analyze any differences between gender. Respondents were 162 students, 54 males and 108 females, with mean age 18.18-year-old ± 0.696. Based on ROC analysis, cut off of 75.5 corresponded with BAI score of 16. Mean CSS score was 70.73 ± 16.292. There was no significant difference of CSS scores between genders. Based on the analysis of individual items, compared to male students, female students more frequently searched for physical symptoms on the Internet, and afterwards, consulted the results with a General Practitioner (GP), discussed with a GP, or went to other specialists; and thus, more frequently required reassurance after online search. In contrast, male students more frequently had difficulty relaxing after searching online for physical symptoms. We concluded that there was no difference of overall cyberchondria severity score, but there were slight but significant differences of online behavior between genders.     

International note: Teen users' problematic online behavior: Using panel data from South Korea

The purpose of this study was to identify factors of teen users' problematic online behaviors using data from the Korea Youth Panel Survey (KYPS) collected over a four-year period. Problematic online behaviors included unauthorized ID use, disguising one's age or gender while chatting online, and cursing/insulting someone in a chat room or on a bulletin board. Results from the panel data analyses showed that many adolescents explored and discontinued engaging in online delinquency as they got older. Respondents' offline behaviors and self-control were significantly associated with problematic online behaviors, supporting the importance of internal traits. Peer effects were consistently more important than parental effects on teen's online delinquency. Increases in time spent using a computer also contributed to the likelihood of problematic online behaviors.     

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Objective. To examine pharmacy students’ performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students’ perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students’ exam grades.