评估促进者是否遵守新采用的模拟汇报框架
Lucas Smith1, A J Kleinheksel1, Matthew Tews2
1Medical College of Georgia, Augusta University, Georgia, USA.
Canadian medical education journal
|March 26, 2025
概括
这项研究评估了教师对"在模拟中促进卓越和反思性学习" (PEARLS) 审核框架的坚持. 结果显示了各种各样的坚持,突出了在基于模拟的医学教育中改善教师发展的领域.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 医疗保健专业发展
背景情况:
- 在医疗教育中,模拟后汇报对学习至关重要.
- 现有的框架旨在通过指导反思增强学习.
- 在模拟中促进卓越和反思性学习 (PEARLS) 框架被采用以标准化汇报.
研究的目的:
- 开发和应用一个标题来衡量促进者对PEARLS框架的遵守.
- 评估当前教师培养计划对模拟汇报的有效性.
主要方法:
- 进行了对187个辅导员-学习者汇报视频的回顾性审查.
- 基于PEARLS模型的13个行为标签被用于分析.
- 数据是从医学学生模拟的临床遭遇后的汇报中收集的.
主要成果:
- 分析包括了来自32名辅导员的187次汇报.
- 对于PEARLS行为,平均得分从0.04到0.971.91不等.
- 与组织/方法方面 (2/13项<0.20) 相比,辅导员对教育行为 (7/13项≥0.77) 的坚持更高.
结论:
- 教师对PEARLS框架的坚持在不同的行为中是不一致的.
- 教师更有可能实施框架的教育组成部分.
- 需要有针对性的教师培养,以提高对PEARLS模型所有方面的坚持.
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