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在儿科实习中实施临床技能实践的逃生室
Sofia Khera1, Andrew Wai1, Christine Ford2
1Department of Pediatrics, Loma Linda University, Loma Linda, California, USA.
The clinical teacher
|February 4, 2025
概括
这项研究介绍了一种新的逃生室,集成到儿科职员课程中. 游戏化方法提高了临床技能应用和学习者参与度,证明了医疗教育的可行性和有效性.
科学领域:
- 医学教育 医学教育
- 经验式学习是经验式学习.
- 医疗保健中的游戏化
背景情况:
- 传统的模拟缺乏积极的实验,这是科尔布体验式学习周期的关键部分.
- 逃生室提供游戏化,以加强学习者参与医疗培训.
- 这项研究旨在将逃生室纳入儿科职员课程.
研究的目的:
- 为了确定合并一个逃生室的可行性,模拟后.
- 为医学学生提供有效的独立学习体验.
- 在现有课程中加强积极的实验.
主要方法:
- 一个40分钟的逃生室活动是使用自决理论原则设计的.
- 儿科医生实习的学生 (N=66) 在一学年内参加了.
- 3-5名学生组成的团队应用了9种临床技能来解决与不稳定的儿童场景相关的难题.
主要成果:
- 学生报告说,在模拟和逃生室后知识增加.
- 在完成逃生室后,信心增加,表明成功的积极实验.
- 学生重视应用技能,练习团队合作,以及游戏化的学习方法.
结论:
- 儿科工作人员逃生室是游戏化学习的新整合.
- 它以一种有趣,引人入胜的方式提供临床技能的独立实践.
- 逃生室是实践临床学习的可行和有效方法.
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