一个客观的结构化临床考试打破坏消息的职员学生:面对面与远程标准化患者方法
Lona Prasad1, Steven Hockstein2, Joseph E Safdieh3
1Assistant Professor and Director, Clerkship for Undergraduate Medical Education, Department of Obstetrics and Gynecology, New York-Presbyterian/Weill Cornell Medicine.
使用远程标准化患者 (SP) 客观结构化临床检查 (OSCEs) 的远程医疗培训有效地教导医学学生流产诊断和治疗. 这种虚拟方法满足了教育目标,并被推用于医学院课程.
科学领域:
- 医学教育 医学教育
- 远程医疗远程医疗
- 产科和妇科 产科和妇科
背景情况:
- 远程医疗培训对医学学生至关重要,因为它成为患者护理的组成部分.
- 虚拟模式为临床技能评估和发展提供了新的途径.
研究的目的:
- 评估一个形成性的标准化患者 (SP) 客观结构化临床考试 (OSCE),以虚拟地教导流产诊断和治疗.
- 为了比较学生在面对面和远程SP欧安组织格式之间的表现和感知.
主要方法:
- 在产科和妇科职员期间实施了强制性的OSCE远程SP.
- 使用SPIKES协议的学生回应在面对面和远程格式之间进行了比较.
- 一项非强制性调查评估了学生对远程欧安组织的体验和看法.
主要成果:
- 远程欧安组织参与者更有可能承认知识缺口,并表现出积极的沟通行为 (例如,倾听,评估理解).
- 报告显示,学生满意度很高,99%的学生认为学习目标很明确,96%的学生认为这次体验是值得的.
- 虚拟的欧安组织成功实现了坏消息的评估目标.
结论:
- 远程OSCE是医疗教育中远程医疗培训的受欢迎和有效方法.
- 虚拟培训,特别是对于流产等敏感主题,应纳入医学院课程.
- 远程医疗欧安组织提供有价值的学习经验,并满足教育目标.
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