揭开观察和积极参与基于模拟的教育之间的差异.
Elaine Maria Bueno de Moraes1, Danielle Rachel Dos Santos Carvalho2, John Sandars3
1School of Medical Sciences - University of Campinas, Cidade Universitária, São Paulo, Brazil.
Medical teacher
|September 11, 2024
概括
积极参与模拟培训可以提高自我效能和技术技能,而观察可以提高知识的保留. 非技术技能在各组之间是相似的. 这些发现影响了基于模拟的教育策略.
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
- 临床技能培训 临床技能培训
背景情况:
- 观察与积极参与基于模拟的教育的有效性尚不清楚.
- 研究侧重于知识保留,技能和自我效能在模拟的息性输出管中.
研究的目的:
- 为了比较观察者和积极参与者之间的知识保留,技术/非技术技能和自我效能.
- 评估不同基于模拟的学习方法的影响.
主要方法:
- 医疗和护理学学员分为观察员和积极参与者.
- 在模拟前和模拟后测试知识和自我有效性,并进行14天的随访.
- 在模拟过程中评估了技术和非技术技能.
主要成果:
- 知识最初有所改善,但在14天后在活跃参与者中下降.
- 在这两组中,自我有效性都增加了,在活跃参与者中更高.
- 积极参与者表现出更好的技术技能;非技术技能是可比的.
结论:
- 积极参与似乎更有利于自我效能和技术技能保留.
- 观察可能更好地保留知识.
- 这些发现为基于模拟的教育设计提供了信息,需要进一步研究.
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