游戏以支持教学临床推理在卫生专业教育:一个范围审查
Gilbert Koelewijn1,2, Marije P Hennus2,3, Helianthe S M Kort1,4
1Research Group Technology for Healthcare Innovations, Research Centre for Healthy and Sustainable Living, University of Applied Sciences Utrecht, Utrecht, the Netherlands.
Medical education online
|February 23, 2024
概括
严的游戏可以增强医疗保健专业人员的临床推理教育. 然而,大多数游戏缺乏完全整合8步临床推理周期,特别是反思,阻碍反思性实践.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 严的游戏严的游戏
背景情况:
- 临床推理是复杂的,教未来的医疗保健专业人员.
- 严的游戏越来越多地用于支持临床推理教育.
- 与八步临床推理循环和反思实践的结合对于有效的学习至关重要.
研究的目的:
- 概述设计用于医疗专业临床推理教育的严游戏.
- 评估这些游戏与八步临床推理循环和反思性实践框架的一致性.
主要方法:
- 通过对七个主要数据库进行系统搜索,进行了范围审查.
- 分析了19个独特的严游戏的特性,技术要求和临床推理步骤的整合.
- 收集和分析了关于游戏纳入临床推理循环步骤的数据.
主要成果:
- 确定了19个严的游戏,主要是模拟和逃生室.
- 游戏通常集成步骤1 (患者考虑),2 (提示收集),6 (干预) 和7 (结果评估).
- 第3步 (处理信息),第4步 (了解患者的问题),第5步 (设定目标) 和第8步 (反思) 的整合程度较低,反思是最少的整合.
结论:
- 严的游戏显示出提高临床推理能力的潜力,但需要仔细与学习目标保持一致.
- 大多数审查的游戏缺乏明确纳入所有临床推理循环步骤,特别是反思,限制了它们在发展反思性实践中的作用.
- 教师应该优先考虑系统地整合所有临床推理步骤的严游戏,包括明确的反射组件.
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