性别和指定的角色影响医学学生在跨专业团队培训模拟中学习经验
Éva Tamás1, Samuel Edelbring1, Carina Hjelm1
1Faculty of Medicine & Health Sciences.
MedEdPublish (2016)
|February 26, 2024
概括
医疗模拟培训根据性别和角色不同影响学习成果. 虽然演技角色和男学生报告了更高的真实性,但女学生和演技角色显示了更好的沟通和团队合作的准备.
科学领域:
- 医学教育 医学教育
- 医疗保健模拟器 医疗保健模拟器
- 学生的学习成果.
背景情况:
- 医疗模拟是医疗保健课程的组成部分,以确保患者安全和有效的培训.
- 在模拟中进行标准化的教育可以避免与对真实患者的初学者干预相关的风险.
研究的目的:
- 调查性别和角色 (行为与观察) 在模拟中对医学学生学习感知的影响.
- 分析这些因素如何影响感知到的学习成果和整体的模拟体验.
主要方法:
- 在为期一天的模拟团队训练期间,对毕业的医学学生进行了前性调查.
- 该调查收集了关于会话感知,团队合作和一般模拟训练的数据,响应率为90.8%.
主要成果:
- 男学生评价模拟真实性和相关性更高. 女学生和那些扮演演角色的人报告了增强的沟通,团队合作和准备讨论知识差距.
- 表演角色和男性学生认为,自我信心和自我意识的增加更大. 观察者和女学生报告说,对反思和反的满意度较低.
结论:
- 性别和角色显著影响医学学生对模拟有效性的看法,包括真实性,相关性和沟通.
- 观察角色提供了一个独特的学习过程,不一定低于积极参与,强调基于模拟的医学教育的细微好处.
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