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小儿发作基于团队的学习

Sara Paradise Dimeo¹, Gabriel Sudario², Supriya Sharma³

¹University of South Carolina, Greenville, Prisma Health-Upstate Department of Emergency Medicine, Greenville, SC.

Journal of education & teaching in emergency medicine

|July 19, 2023

概括

这种以团队为基础的学习有效地培训了急诊医疗人员的儿科发作,包括诊断,管理和处理各种原因,如发烧性发作和分流故障. 教育方法得到了很高的评价,建议延长会议时间.

科学领域:

医学教育医学教育
儿科急救医学儿科急救医学
神经学神经学

背景情况:

儿科发作是急诊室常见的病例,病因多种多样,从良性发烧性发作到危及生命的疾病.
现有的教育材料往往侧重于特定的诊断或模拟,留下了一个空白在全面培训急诊医生住院人员.
这个以团队为基础的学习 (TBL) 模块解决了对儿科发作原因,检查,管理和处置的更广泛理解的需求.

研究的目的:

增强紧急医疗和儿科住院医生的知识和技能,以管理儿科发作.
提供一个结构化的教育框架,涵盖差异诊断,工作策略和对儿科 presentations的处置规划.
提高居民在识别和管理特定类型的发作方面的能力,包括发烧性发作,状态,低血压性发作和腹腔关节 (VP) 位功能障碍.

主要方法:

采用经典的团队学习 (TBL) 格式,结合学习者负责的内容 (LRC),个人准备评估测试 (iRAT),团队准备评估测试 (gRAT) 与即时反,以及小组应用练习 (GAE).
该TBL会议利用了四个案例研究来探索各种儿科发作场景.
会议后,从学习者和教师那里收集了口头反,以评估有效性并确定需要改进的领域.

主要成果:

学生和教师对TBL课程表示高度满意,认为这对他们的教育非常有用.
形成性反表明,教育活动在微小的修改下取得了成功.
一个关键的建议是将会话的持续时间从60分钟延长到90分钟,以允许更全面地覆盖材料.

结论:

基于团队的学习是一种有效的教育策略,用于掌握紧急医疗住院的儿科发作管理的复杂性.
该TBL模块成功地改善了居民对儿科病因,诊断工作和处置计划的理解.
进一步细化,包括调整时间分配,可以提高TBL在儿科发作教育中的有效性.

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