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与我们的同龄人一起学习:同龄人领导的与导师领导的模拟危机汇报,一个随机对照试验
Morgan Jaffrelot1,2,3, Sylvain Boet4,5,6,7, Yolande Floch2
1University of Ottawa Skills and Simulation Center and Academy for Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada.
Korean journal of anesthesiology
|April 1, 2024
概括
同行领导的汇报有效地提高了医学学生在模拟中的非技术技能,与教师领导的方法相匹配. 这种方法为医学教育提供了一种可行且具有成本效益的替代方案.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 医疗保健专业培训 医疗保健专业培训
背景情况:
- 同行辅助学习在医学教育中的好处是公认的,但在模拟环境中研究不足.
- 在模拟危机场景中,对非技术技能发展进行同行指导与教练指导的汇报的有效性需要进一步研究.
研究的目的:
- 为了比较同行领导的解读与导师领导的解读,以提高本科医学学生的非技术技能的有效性.
- 评估同行汇报对同行汇报者和同行汇报人员在模拟医疗危机场景中的影响.
主要方法:
- 61名医学本科生被随机分配到由导师领导,同行解答或同行解答小组.
- 参与者完成了测试前,测试后和延迟保留测试后的模拟.
- 非技术技能被盲目评价者使用太华全球评级表 (OGRS) 评估.
主要成果:
- 所有小组从测试前到测试后立即显示出非技术技能的显著改善.
- 不同的汇报方式之间没有观察到绩效改善的统计学意义上的差异.
- 在测试后的测试和保留测试之间,绩效水平保持一致,这表明持续保留技能.
结论:
- 在模拟危机情况下,同行领导的汇报与教师领导的汇报同样有效地提高本科医学学生在模拟危机情况下的非技术技能.
- 同行汇报模型为医学模拟中的传统教练领导的汇报提供了一个可行的,具有成本效益的替代方案.
- 同行汇报者自己在模拟的临床技能方面经历了改进.
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