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一个基于虚拟模拟的临床技能课程
Stacey Kassutto1, Caitlin Clancy1, Sean Harbison1
1Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA.
The clinical teacher
|January 26, 2024
概括
虚拟现实 (VR) 和远程模拟为医学教育提供了可扩展的方法,通过体验式学习增强临床技能,提高学生在识别紧急患者护理需求方面的表现.
科学领域:
- 医疗教育 技术 技术 医学教育
- 医疗保健中的虚拟现实
- 基于模拟的学习
背景情况:
- 技术正在改变医学教育,虚拟现实 (VR) 和远程模拟提供了新的体验式学习方法.
- 这些技术为教学临床技能提供了独特的方法.
研究的目的:
- 开发,实施和评估基于虚拟模拟的课程,使用Kolb的学习周期来获得临床技能.
- 评估VR和远程模拟在医学培训中的可行性,可接受性和可扩展性.
主要方法:
- 一个为期5天,15小时的虚拟职务课程旨在培训学生识别需要紧急护理的患者.
- 该课程使用VR和远程模拟来促进Kolb学习周期的四个阶段.
- 评估包括对使用情况,表现,自我评估和对教育价值的看法进行分析.
主要成果:
- 156名学生完成了436次虚拟现实课程,平均每名学生3次课程.
- 学生的平均成绩从第一次尝试的59%提高到第二次尝试的72%.
- 课程后的评估显示,自我评估的紧急护理技能有显著的改善.
结论:
- 一个虚拟的临床技能课程成功开发和实施,使得通过Kolb的学习周期的进展.
- 虚拟现实和远程模拟为教育工作者提供了一种扩大体验式学习机会的方法.
- 这项研究表明,这种方法是可行的,可接受的,可扩展的,以提高医学教育.
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