基于场景的角色扮演作为教学软技能的一种方法对本科医学学生的有效性
K M Lavanya1,2, Lava Kumar Somu3, Sushant Kumar Mishra2
1Health Professions Education, Sri Balaji Vidyapeeth University, Puducherry, India.
概括
基于场景的角色扮演有效地教导医学学生基本的软技能,如沟通和团队合作. 这种方法增强了超越传统讲座的学习,为学生准备现实世界的临床接触.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 基于模拟的学习
背景情况:
- 软技能 (SKs) 在卫生专业教育中至关重要,但在培训中经常被忽视.
- 医学本科生可以从角色扮演中受益,以开发必要的SK.
- 沟通技巧和团队合作是这项研究的教学干预的重点.
研究的目的:
- 实施基于场景的角色扮演,教导沟通技巧和团队合作.
- 评估本科医学学生对这种教学方法的看法.
- 评估角色扮演在增强技能方面的有效性.
主要方法:
- 一项前性研究涉及41名I期本科医学学生.
- 在模拟/技能实验室进行的会议.
- 教学包括沟通技巧,同情心和团队合作,使用基于场景的角色扮演.
主要成果:
- 在三个遭遇 (27.0,38.12,41.24) 中,Gap Kalamazoo 沟通技巧检查清单得分显著改善.
- 在所有遭遇得分 (E1,E2,E3) 之间观察到统计学上显著的差异.
- 与预测分数相比,自我有效性问卷后测试成绩显著改善,学生们更重视实践学习而不是教学讲座.
结论:
- 基于场景的角色扮演是教医学本科生软技能的有效方法.
- 角色扮演有助于学习沟通技巧和团队合作,超越了教学方法.
- 在角色扮演中纳入现实生活场景,提高了学生对临床实践的准备.
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