从专业化过渡到协作:跨专业临床模拟,元认知和融合现象
Colin John Greengrass1, Shahad Abdulkhaleq Mamalchi1, Valeriy Kozmenko2
1College of Medicine, Royal College of Surgeons in Ireland - Medical University of Bahrain (RCSI-MUB).
Journal of interprofessional care
|October 15, 2024
概括
跨专业的临床模拟影响学生的学习,导致一些职业得到改善,而另一些则下降. 这种趋同可能会影响未来的专业信任,强调需要意识和重复模拟.
科学领域:
- 医疗保健教育研究研究
- 认知心理学 认知心理学
- 职业培训中的元认知
背景情况:
- 跨专业临床模拟中的超认知过程研究不足.
- 了解模拟期间的认知和元认知转变对于跨专业发展至关重要.
研究的目的:
- 探索跨专业模拟对认知和元认知过程的影响.
- 分析医学,护理,药房和职业治疗学生的表现和信心的变化.
主要方法:
- 在四个专业的本科生进行模拟前后评估.
- 分析问题得分,信心评分和校准值.
- 专注于专业知识和元认知准确性的变化.
主要成果:
- 一种趋同模式出现了:最初表现较差的群体得到了改善,而表现较高的群体在模拟后下降.
- 医学学生出现了超认知错误,职业治疗学生失去了对自己的专业知识的信心和校准.
- 校准数据显示了特定的基于职业的元认知转移.
结论:
- 跨专业模拟可以导致意想不到的元认知变化和绩效趋同.
- 建议对趋同现象的认识和重复模拟,以促进团队发展和减轻潜在的不信任.
- 研究结果表明,在跨专业的模拟设计中,需要进行仔细的汇报和反思.
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