%0期刊文章%@ 2369-3762 %I JMIR出版物%V 8% 卡塔尔世界杯8强波胆分析N 2% P e37872 %T对COVID-19时代倒数第二年客观结构化临床检查的在线近同龄人教学评估:纵向研究A Shah,Savan %+ Barking Havering和Redbridge大学医院NHS信托，女王医院，2 Parham Drive，伦敦，IG2 6LZ，英国，44 7415057781，savan.shah2012@gmail.com %K近距离教学%K同行辅助学习%K目标结构化临床检查%K OSCE %K在线教学%K COVID-19 %K医学教育%K学习%K医学院%K近距离教师%K NPT %K近距离学习者%K NPL %D 2022 %7 26.5.2022 %9原始论文%J JMIR医学教育%G英语%X背景:近同伴学习的好处在本科医学教育的几个方面得到了很好的确立，包括为学生准备客观结构化临床考试(oses)。COVID-19大流行导致了模式转变，主要是在线教学。目的:本研究旨在证明在面对面和高级领导教学严重短缺的情况下，欧安组织独家在线近对等教学计划的可行性和益处。方法:曼彻斯特医学院(Manchester Medical School)最后一年的学生向第二年的学生提供教学计划。项目开发包括编制一份突出主题清单，并寻求高级教师的批准。教师和学生都是在Facebook上招募的。在为期三个月的课程中，共有72名学生和13名教师参加了22个课程和42个讲座。 Data collection involved anonymous weekly questionnaires and 2 separate anonymous student and teacher postcourse questionnaires including both quantitative and qualitative components. Results: On a scale of 1-10, students rated the quality of the program highly (mean 9.30, SD 1.15) and felt the sessions were highly useful in guiding their revision (mean 8.95, SD 0.94). There was a significant increase in perceived confidence ratings after delivery of the program (P<.001). Teachers felt the program helped them better understand and retain the subject material taught (mean 9.36, SD 0.81) and develop skills to become effective clinical teachers (mean 9.27, SD 0.79). Conclusions: This is the first study demonstrating the efficacy of a near-peer OSCE teaching program delivered exclusively online. This provides an exemplary framework for how similar programs should be encouraged given their efficacy and logistical viability in supplementing the undergraduate curriculum. %M 35617013 %R 10.2196/37872 %U https://mededu.www.mybigtv.com/2022/2/e37872 %U https://doi.org/10.2196/37872 %U http://www.ncbi.nlm.nih.gov/pubmed/35617013