@Article{信息:doi 10.2196 / / jmir。7548，作者=“Bergeron, David and Champagne, Jean-Nicolas and Qi, Wen and Dion, Maxime and Th{\'e}riault, Julie and Renaud, Jean-S{\'e}bastien”，标题=“学生驱动的虚拟患者应用对客观结构化临床检查绩效的影响:观察性研究”，期刊=“J Med Internet Res”，年=“2018”，月=“Feb”，日=“22”，卷=“20”，数=“2”，页=“e60”，关键词=“同伴辅助学习”;虚拟病人;医学教育;，摘要="背景:同侪辅助学习(Peer-assisted learning, PAL)是指学术水平相近的学生相互教授、相互学习的一种学习活动。加拿大拉瓦尔大学的学生组织临床技能改进小组(Groupe de perfectionnement des habilet{\ e}s cliniques)通过创建协作式虚拟患者平台，推动PAL进入数字时代。医学访谈可以通过基于web的交互式应用程序成对完成(学生-病人和学生-医生)，该应用程序生成分数(对关键问题进行加权)和自动反馈。目的:本研究的目的是测量应用程序对总结性职前客观结构化临床检查(OSCE)医学访谈站分数的教学影响。方法:我们在OSCE前2个月测量应用程序的使用情况(完成病例，平均得分)。我们还查阅了欧安组织办事员前总结性办事处医务面谈站的结果。 We analyzed whether using the application was associated with higher scores and/or better passing grades (≥60{\%}) at the OSCE. Finally, we produced an online form where students could comment on their appreciation of the application. Results: Of the 206 students completing the preclerkship summative OSCE, 170 (82.5{\%}) were registered users on the application, completing a total of 3133 cases (18 by active user in average, 7 minutes by case in average). The appreciation questionnaire was answered online by 45 students who mentioned appreciating the intuitive, easy-to-use, and interactive design, the diversity of cases, and the automated feedback. Using the application was associated with reduced reported stress, improved scores (P=.04), and improved passing rates (P=.11) at the preclerkship summative OSCE. Conclusions: This study suggests that PAL can go far beyond small-group teaching, showing students' potential to create helpful pedagogical tools for their peers. ", issn="1438-8871", doi="10.2196/jmir.7548", url="//www.mybigtv.com/2018/2/e60/", url="https://doi.org/10.2196/jmir.7548", url="http://www.ncbi.nlm.nih.gov/pubmed/29472175" }