Validity testing of the APDVS Medical Student Curriculum eBook demonstrates increased knowledge and self-perceived competence among medical students
Notice bibliographique
Résumé
No standard curricular recommendations exist for undergraduate medical education learners on vascular surgery rotations. Vascular surgery educators in the United States and abroad recognize the need for a more accessible, comprehensive, and uniform undergraduate medical education vascular surgery curriculum. To address this need, the Association of Program Directors in Vascular Surgery is prioritizing the creation of a standardized, distance-learning curriculum in the form of an eBook. The eBook was studied through design-based research methodology comprising cycles of designing, testing, evaluating, and reflecting. The evaluation phase involved a quasi-experimental, convergent mixed-methods design including pre-post testing and virtual, semistructured, one-on-one interviews. Students were recruited via faculty partners, snowball sampling, and open calls on social media. Descriptive statistics and Fischer's exact tests were conducted for discrete variables. Paired t tests were performed for continuous variables. Qualitative descriptive analysis was performed to help explain the factual conclusions of the quantitative results. Fifteen students enrolled and thirteen completed the study. Students communicated significant increases in self-reported confidence in general carotid artery stenosis (CAS) knowledge ( P = .012), the ability to diagnose CAS ( P = .001), the ability to create a CAS management plan ( P ≤ .001), and the ability to teach a peer about CAS ( P ≤ .001). Students demonstrated a significant increase in CAS knowledge scores (mean increase = 17.9%; t (12) = 3.54; P = .004). Qualitative descriptive analysis provided three insights to explain the quantitative results: (1) eBook self-study required an appropriate amount of mental effort, (2) the eBook helped to prepare students for clinical interactions, and (3) vascular surgery interest is cemented before clinical experiences and eBook use. According to measurable outcomes and lived experiences, student eBook use during clinical rotations led to increased CAS knowledge and self-reported competence in general CAS knowledge, the ability to diagnose and create a management plan for uncomplicated CAS, and the ability to teach peers about CAS. Students value the Association of Program Directors in Vascular Surgery Medical Student Curriculum eBook as a level-appropriate and efficient learning resource. Future studies are warranted to evaluate the validity of chapters beyond the minimal viable product and of the eBook for other learners.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».