训练是想象中的吗? 对苏格兰内部医学模拟计划的批判性现实主义分析
Joanne Kerins1,2, Katherine Ralston3, Suzanne Anderson Stirling4
1Scottish Centre for Simulation and Clinical Human Factors, Forth Valley Royal Hospital, Larbert, FK5 4WR, UK. joanne.kerins@ggc.scot.nhs.uk.
Advances in simulation (London, England)
|June 26, 2024
概括
基于模拟的教育 (SBE) 具有超出患者结果的意想不到的影响,揭示了对完成式培训的洞察力. 这项研究探讨了苏格兰的内部医学培训 (IMT) 模拟计划,强调了社会比较和心理安全.
科学领域:
- 医学教育 医学教育
- 患者安全 患者安全
- 定性研究是指质量研究.
背景情况:
- 基于模拟教育 (SBE) 的传统评估侧重于患者的结果.
- 最近的电话呼吁理解超出直接因果关系的更广泛影响.
- 这项研究采用了批判性的现实主义观点来探索SBE中的"实践培训".
研究的目的:
- 批判性地探索苏格兰内部医学培训 (IMT) 模拟计划的经验和后果.
- 了解SBE的预期和非预期影响.
- 开发一个新的框架来概念化培训评估.
主要方法:
- 采用了批判性的现实主义立场,承认客观现实但主观知识构造.
- 与24名参与者进行了采访:10名实习生,8名教师和6名利益相关者.
- 数据分析受到Shorrock对工作完成的代理程序的影响.
主要成果:
- 在设计 (规定的,所需的,优先级),经验 (焦虑,社会比较,身份) 和影响 (教师发展) 中表现的完成式培训.
- 意想不到的后果包括社会比较和被重视的感觉.
- 心理安全成为有效模拟的关键.
结论:
- SBE产生了意想不到的积极后果,例如增强社会凝聚力和个人验证.
- 解决模拟的恐惧和优先考虑心理安全是必不可少的.
- 批判现实主义的方法为评估SBE提供了一个全面的框架.
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