通过模拟评估心理急救教学可用性,有用性和可接受性的教学模型的验证
Emeric Saguin1,2, Julia Salomé3, Benoît Favodon4
1Department of Psychiatry, Bégin National Military Teaching Hospital, Saint-Mandé, 94160, France. saguinemeric@gmail.com.
BMC medical education
|December 19, 2024
概括
模拟有效地教导在行动中的心理急救 (PFA-O). 一个教学模型确定了影响培训师采用和激励这种模拟技术的关键因素,显示出高预测能力.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 教学教学是一种教学.
背景情况:
- 在行动中提供心理急救 (PFA-O) 培训至关重要.
- 模拟为PFA-O指令提供了一个有前途的方法.
- 了解培训师采用因素是有效实施的关键.
研究的目的:
- 评估模拟用于PFA-O教学的有效性.
- 用教学模型评估影响培训师采用模拟技术的因素.
主要方法:
- 一份评估可用性,有用性和可接受性的问卷被分发给法国的PFA-O培训师.
- 使用相关性和回归分析来检查标准,动机和实施之间的关系.
- 一个多重线性回归模型预测了教练的动机.
主要成果:
- 59名培训师 (52.68%) 回答了这个问题.
- 在可用性,有用性,可接受性和教练动机之间发现了显著的相关性.
- 培训师的动机与每年进行的培训次数有很强的相关性.
- 最终的模型解释了71%的动机差异 (R2=0.71,p<0.001).
结论:
- 教学模型有效地评估了采用医疗模拟的动机因素.
- 这种方法为评估医疗保健中的教育工具人体工程学提供了方法论基础.
- 这些发现在军事背景之外更广泛地适用于各种教育环境.
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