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我如何做到:教学和应用定性方法来改进外科模拟设计和实施
Lou Clark1, Lauren Weaver2, Eugene Floersch3
1M Simulation, University of Minnesota, Minneapolis, Minnesota; Department of Medicine, University of Minnesota, Minneapolis, Minnesota.
Journal of surgical education
|February 22, 2025
概括
这项研究表明,通过基于模拟的课程教授定性方法是可行的. 这种方法可以增强教育内容和患者安全模拟.
科学领域:
- 医学教育 医学教育
- 定性研究方法论 定性研究方法论
- 基于模拟的学习
背景情况:
- 定性方法对于理解复杂的教育和临床场景至关重要.
- 开发高质量研究的有效培训计划对于医疗学员来说至关重要.
- 基于模拟的学习提供了掌握研究方法的实用方法.
研究的目的:
- 提出和评估一个基于模拟的学习课程,以帮助学员理解和应用定性方法.
- 评估在模拟环境中使用基础理论原则的可行性.
- 完善一个模拟课程,教导外科生降级沟通技巧.
主要方法:
- 一位外科模拟研究员应用了基础理论原则来评估一个试点模拟课程.
- 该课程包括"恰到好处"的降级培训,模拟的患者接触,以及汇报会议.
- 所有组件的视频记录被转录,并使用一级和二级编码进行主题分析.
主要成果:
- 从分析中出现了三个关键主题:升级螺旋和SP案例描述,安全代码和规则混乱.
- "升级螺旋"主题强调了模拟患者互动的动态性质.
- 确定了"安全代码"和"规则混乱",为改进模拟设计和后勤提供了可操作的见解.
结论:
- 通过基于实践的模拟格式教授定性方法是可行的.
- 这种方法有可能同时提高教育内容和基于模拟的课程的安全性.
- 这些发现支持将定性方法培训纳入基于模拟的医学教育.
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