讲话的多机构纵向随机对照试验:对理论和实践的影响
Efrem Violato1, Jennifer Stefura2, Meredith Patey2
1Centre for Advanced Medical Simulation Northern Alberta Institute of Technology.
概括
虚拟模拟并没有显著改善呼吸治疗学生说话的能力. 很可能需要持续的指导和情境意识培训来培养发言的文化.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 医疗模拟 医疗模拟
- 在医疗保健领域的沟通
背景情况:
- 发表意见至关重要,但对于医疗保健专业人员来说很困难.
- 通过Kolb的体验式学习循环,虚拟模拟,课程和实践开发了一个干预措施.
- 这项研究评估了虚拟模拟对学生挑战医生的能力的影响.
研究的目的:
- 确定是否整合虚拟模拟影响呼吸疗法学生挑战医生的能力.
- 在培训期间在多个时间点评估干预的有效性.
主要方法:
- 进行了一项多机构纵向随机对照试验.
- 学生在课堂和面对面的模拟之前接受虚拟模拟或没有虚拟模拟.
- 发言和使用CUS (关注,不舒服,安全问题) 方法的能力在干预后和临床后安置后被测量.
主要成果:
- 虚拟模拟干预没有显著影响学生在不同时间点发言的能力 (p>.05).
- 对于使用CUS (φ=.28),观察到一个小效果大小.
- 意想不到的发现包括显著的教练效应和识别影响发言的感知限制.
结论:
- 个人发言干预似乎不足以产生实质性的行为变化.
- 持续的指导和培养发言的文化是必不可少的.
- 建议对情境意识进行培训,以解决感知局限性.
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