BACKGROUND Despite a paucity of evidence to support a multitude of educational innovations, curricular leaders are pressured to find innovative solutions to better prepare medical students for an evolving twenty-first century health care system. As part of this effort, this study directly compared student-rated effectiveness scores of six different learning modalities. METHODS Study participants included 286 medical students enrolled in the second-year rheumatology core at a single academic medical center between 2013 and 2017. Students were surveyed at the end of the core with a 15-item questionnaire, and student perceived effectiveness of six different learning modalities were compared. RESULTS The modality that outperformed all others was Live Patient Encounters (LPE), with significantly higher student-rated effectiveness scores when compared to the referent modality of Problem-Based Learning (PBL). Using a 5-point Likert scale with responses ranging from "not effective" to "highly effective," LPE received a mean effectiveness score of 4.77 followed by Augenblick (4.21), PBL (4.11), Gout Racer video game (3.49), Rheumatology Remedy e-module (3.49), and simulation knee injection (3.09). CONCLUSIONS Technologically advanced novel learning strategies were outperformed in this study by the more traditional active learning modality of LPE. This finding highlights the importance of testing innovative learning strategies at the level of the learner. Three additional conclusions can be drawn from this result. First, conflation of technology with innovation may lead to a myopic view of educational reform. Second, human factors seem to be responsible for the success of LPE and may have far-reaching educational rewards. Third, further applications of LPE should be tested in non-rheumatologic curricula. The relevance of this study is innately tied to the humanities-based application. While a formal qualitative analysis was not performed in this study, preliminary results suggest that live, structured patient interactions in the pre-clinical years of medical education may not only promote the learning of important educational objectives but also foster professional development, empathy, reflection, leadership, agency, and interpersonal skills. This "win-win" scenario (if true) would stand out as a rarity among strategic educational initiatives.

中文翻译：

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早期医学教育的创新，不需要花哨的东西。


背景尽管缺乏支持多种教育创新的证据，但课程领导者仍面临着寻找创新解决方案的压力，以更好地为医学生做好准备，适应不断发展的二十一世纪医疗保健系统。作为这项工作的一部分，这项研究直接比较了六种不同学习方式的学生评价有效性得分。方法 研究参与者包括 2013 年至 2017 年间在单一学术医疗中心就读二年级风湿病学核心课程的 286 名医学生。核心课程结束时，学生接受了包含 15 项的问卷调查，学生对六种不同学习的有效性进行了调查方式进行了比较。结果 优于所有其他模式的是现场患者接触 (LPE)，与基于问题的学习 (PBL) 的参考模式相比，学生评价的有效性得分显着更高。使用 5 点李克特量表，回答范围从“无效”到“非常有效”，LPE 的平均有效性得分为 4.77，其次是 Augenblick (4.21)、PBL (4.11)、Gout Racer 视频游戏 (3.49)、风湿病学补救电子模块 (3.49) 和模拟膝关节注射 (3.09)。结论 在这项研究中，技术先进的新颖学习策略的表现优于更传统的 LPE 主动学习模式。这一发现凸显了在学习者层面测试创新学习策略的重要性。从这个结果中可以得出另外三个结论。首先，将技术与创新混为一谈可能会导致教育改革的短视。其次，人为因素似乎是 LPE 成功的原因，并可能产生深远的教育回报。 第三，应在非风湿病课程中测试 LPE 的进一步应用。这项研究的相关性与基于人文的应用有着内在的联系。虽然本研究没有进行正式的定性分析，但初步结果表明，在医学教育的临床前几年中，实时、结构化的患者互动不仅可以促进重要教育目标的学习，还可以促进专业发展、同理心、反思、领导力、代理能力和人际交往能力。这种“双赢”的局面（如果属实）将在战略性教育举措中脱颖而出。