当游戏揭示疼痛时:在医学教育中为叙事实践者引入共构造性患者模拟
Indigo Weller1, Maura Spiegel2, Marco Antonio de Carvalho Filho3
1Yale School of Medicine, Child Study Center, New Haven, CT, USA. iw2219@columbia.edu.
The Journal of medical humanities
|April 18, 2024
概括
这项研究通过引入共建患者模拟 (CCPS) 来弥合医疗保健模拟和健康人文学的桥梁. 通过适应性领导原则,CCPS提高了叙事能力和患者体验理解.
科学领域:
- 医学教育 医学教育
- 健康 人文 卫生 人文
- 模拟理论 模拟理论
背景情况:
- 医疗保健模拟和健康人文仍然是独立的教育领域.
- 模拟缺乏与叙事医学和健康人文概念的整合.
- 学习者需要更好地了解患者的经验,而不仅仅是临床技能.
研究的目的:
- 通过叙事能力将医疗保健模拟和健康人文联系起来.
- 通过适应性领导力挑战,重新构建叙事能力.
- 为整合学习引入协同建设性患者模拟 (CCPS).
主要方法:
- 使用海菲茨的适应性领导模式 (技术与适应性挑战) 重新描述叙事能力.
- 引入了共构造性患者模拟 (CCPS) 框架.
- 在CCPS的三个运动中利用学习者的经验:重新感知,重新讲述和重新装备.
主要成果:
- 展示了模拟患者如何通过案例研究的制定和实施来支持叙事工作.
- 突出了叙事医学,叙事能力模型和适应性领导力之间的亲和关系和分歧.
- 展示了CCPS在丰富学习者自我理解和叙事技能的潜力.
结论:
- CCPS提供了一种新的方法,将模拟和人文学科整合到医学教育中.
- 通过适应性领导力重新构建叙事能力,可以增强模拟学习.
- CCPS模型促进对患者体验和叙事技能的更深入理解.
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