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将"学习"置于"预学习":自主导的学习室对基于模拟的中央线路插入课程中技能获取的影响
Emily Diederich1,2, Matthew Lineberry3, Vanessa Schott4
1Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of Medicine, Kansas City, KS, USA. ediederich@kumc.edu.
Advances in simulation (London, England)
|September 8, 2023
概括
自主指导,动手的学习大厅改善了第一年居民的程序技能获取. 这种方法提高了学习尽管有限的教师指导,证明了医学教育的价值.
科学领域:
- 医学教育 医学教育
- 程序技能培训 程序技能培训
- 基于模拟的学习
背景情况:
- 临床学习环境为程序技能实践提供了越来越少的机会.
- 有限的教师时间限制了技能学习期间的实践指导.
- 在没有适当的指导的情况下,自主导的学习可能会导致学习错误.
研究的目的:
- 为了调查实践,自主导的学习大厅对中央线插入技能的影响.
- 评估程序培训中早期独立实践的有效性.
- 确定自主指导的实践是否可以减轻教师可用性有限的挑战.
主要方法:
- 在学习厅实施之前和之后的学习者队列的比较 (n=49).
- 对关键的程序行为进行测试前和测试后性能评估.
- 所有学习者在评估之间都接受了传统的教练主导培训.
主要成果:
- 研究室参与者在测试前 (44%对27%) 和测试后 (80%对72%) 的得分显著提高.
- 在学习室会议期间,他们平均花费了116分钟进行实践练习.
- 两个小时的研究室实践接近了四个临床观察的好处.
结论:
- 自主指导的实践学习大厅有效地提高了程序技能学习.
- 这种方法在教师可用性有限的环境中是有益的.
- 这种教育方法需要进一步的研究和评估.
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