认知负载理论在行动中:电子学习模块提高了基于模拟的教育中的表现. 一个试点研究研究
Gilmar Gutierrez1, Isis Olivia Lunsky2, Shyan Van Heer3
1Department of Psychiatry, Kingston Health Sciences Center, Kingston, ON, Canada.
CJEM
|September 26, 2023
概括
医学教育中的准备性在线模块优化了认知负载,并在基于模拟的评估中提高了性能. 这种方法通过减少外在的认知负载和增加德语负载来增强学习,以获得更好的结果.
科学领域:
- 医学教育 医学教育
- 认知科学 认知科学
- 医疗保健模拟器 医疗保健模拟器
背景情况:
- 基于模拟的教育可能导致认知过载,阻碍医疗学员的学习和表现.
- 减轻认知过载的现有策略往往忽视了在线平台的好处,如可访问性和可扩展性.
- 在理解如何将在线预备模块纳入模拟课程方面存在差距.
研究的目的:
- 评估准备性在线模块对研究生医学实习生的认知负载和表现的影响.
- 确定通过在线模块传递的预告会内容是否可以在基于模拟的培训中优化认知负载.
- 评估在线模块在复苏课程中的有效性.
主要方法:
- 53名研究生医学实习生被分配到在线模块组或对照组.
- 认知负载 (内在,外在,外在) 使用修改后的问卷进行测量.
- 通过基于模拟的客观结构化临床检查 (OSCE) 使用太华外科能力手术室评估来评估性能.
主要成果:
- 在线模块组表现出更高的内在和外在认知负载,但较低的外在认知负载.
- 使用在线模块的实习生在欧安组织的表现得分明显更高 (p=0.0077).
- 主要组件分析证实了认知负载问卷调查结果.
结论:
- 准备性在线模块在接受基于模拟的复苏培训的学员中促进了认知优化.
- 观察到的认知变化可能有助于改善客观结构化临床检查的表现.
- 建议进行进一步的研究,以探索在线医疗准备培训的长期影响和实施障碍.
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