全国性的基于知识付费的卒中远程视频打卡教学模式研究

Remote video and clock-in education on stroke based on knowledge payment:a national study

目的研究基于知识付费的卒中远程视频打卡教学模式的可行性。方法在2019年12月和2020年4月进行了2次远程视频打卡教学(内容为卒中相关疾病的鉴别诊断和规范治疗)。学员为丁香园网站注册的临床医师,并同意付费参加1个月的线上教育。教学流程包括:播放预先录制的教学视频[播放界面为powerpoint(PPT)制作的演示文稿和音频];打卡督查学习和师生的定期在线答疑;事后奖酬(参与度高的学员免除学费)。采集数据包括:(1)学员的社会学特征,包括性别、职称、城市特征和医院级别。(2)参与度数据,包括分时段播放人数、分时段人均播放时间、到课率、完课率。(3)学员对课程的评价(5分为满分)。结果全国共有超过132个城市的456名学员付费报名(第1次291人,第2次165人),其中第1次实际教学参与学员为260人(89.34%),第2次实际教学参与学员为151名(91.52%)。2次课程中学员社会学特征相似,第1次与第2次女性分别占49.62%(129/260)、54.97%(83/151;χ^2=3.128,P=0.209);均以初级和中级职称[第1、2次分别占56.92%(148/260)、56.95%(86/151);χ^2=0.000,P=0.995]、二三线城市[第1、2次分别占60.77%(158/260)、62.25%(94/151);χ^2=0.088,P=0.766]、三级甲等医院[第1、2次分别占53.08%(138/260)、55.63%(84/151);χ^2=0.251,P=0.617]的学员为主。18∶00-23∶00是2次教学播放人数最多的时间段,其中最高峰时间均为21∶00;8∶00-17∶00的工作时间段中,10∶00-17∶00是主要的听课时段,呈现均匀分布状态。第1次教学和第2次教学的第1个课时到课率分别为71.48%(208/291)、70.30%(116/165),完课率分别为64.26%(187/291)、60.00%(99/165),随着课程的推进呈现不断下降,最后1次到课率和完课率均低于20%。第1次教学47.42%(138/291)和第2次教学54.55%(90/165)的学员参加课程评价,2次课程的平均评分分别为4.84分和4.83分。结论基于知识付费的远程视频打卡的卒中教学模式是可行的,具有较好的学员评价,但是学员的参与度和互动度仍需提高。未来的卒中远程教学应根据学员的社会学特征制定出依赖于知识需求的课程内容,探索进行长期自由性或者短期束缚性的教学模式。

Objective To investigate the feasibility and efficacy of remote video and clock-in education based on knowledge payment.Methods From December 2019 to April 2020,remote video and clock-in education classes focusing on stroke diagnosis and management were completed.The students were the Dxyers who agreed to pay for this one-month online education.The education procedures included:playing pre-completed teaching video(the interface is presentation made by powerpoint[PPT]and audio);clock-in supervision and online q&A between teachers and students;rewards after classes(free tuition for highly engaged students).The collected data involving several aspects:(1)Social characteristics of the students including gender,title,city characteristics,and hospital level.(2)Participation data including distribution of attending students in different period,per capita playing time,attendance rate and completion rate.(3)student′s evaluation of the courses(score 5 means complete satisfaction).Results A total of 456 clinicians(291 clinicians for the first time and 165 clinicians for the second time)from more than 132 cities agreed to pay for the online classes.Among them,260 clinicians(89.34%,260/291)and 151 clinicians(91.52%,151/165)actually participated in the courses,respectively.The characteristics of participants were similar between two courses:female proportion(first time:49.62%[129/260]vs.second time:54.97%[83/151];χ^2=3.128,P=0.209);resident/attending doctors as the principle(first time:56.92%[148/260]vs.second time:56.95%[86/151];χ^2=0.000,P=0.995),doctors from the second line/the third line cities as the principle(first time:60.77%[158/260]vs.second time:62.25%[94/151];χ^2=0.088,P=0.766),doctors from class-three hospitals as the principle(first time:53.08%[138/260]vs.second time:55.63%[84/151];χ^2=0.251,P=0.617).Time period between 18∶00 and 23∶00 had the largest number of people for the two teaching courses,with the peak located at 21∶00 in both courses.In the working period between 8∶00 and 17∶00,10∶00-17∶00 was the main teaching period,presenting as normal distribution.The attendance rate of the first class in the first teaching course and the second teaching course was 71.48%(208/291)and 70.30%(116/165),and the completion rate was 64.26%(187/291)and 60.00%(99/165),respectively.With the progress of the course,the attendance rate and the completion rate decreased gradually,and both rates of the last class were lower than 20%.The 47.42%students of the first course(138/291)and 54.55%students of the second course(90/165)took part in the course evaluation,with an average score of the two courses being 4.84 and 4.83,respectively.Conclusions Remote video and clock-in education based on knowledge payment is feasible and efficient.However,the participation attitude of the students is not active and needs improvement.In the future,stroke remote education should be designed based on the social characteristics of students to develop the curriculum content depending on the knowledge demand,to explore the long-term free or short-term restrictive teaching model.