汇报与基于模拟的学习有关:解析认知负载组件和汇报的影响.
Christina R Miller1, Sara K Greer, Serkan Toy
1From the Department of Anesthesiology and Critical Care Medicine (C.R.M., A.S.), The Johns Hopkins University School of Medicine, Baltimore, MD; Division of Pediatric Critical Care Medicine (S.K.G.), Washington University in St Louis School of Medicine, St Louis, MO; and Departments of Basic Science Education and Health Systems & Implementation Science (S.T.), Virginia Tech Carilion School of Medicine, Roanoke, VA.
概括
这项研究验证了用于医疗学员的模拟认知负载评估尺度 (CLAS-Sim). 在解答后,Germane负载 (GL) 增加,支持其在模拟期间学习中的作用.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 认知心理学 认知心理学
背景情况:
- 认知负载 (CL) 理论对于优化模拟环境中的学习至关重要.
- 内在 (IL),外在 (EL) 和体载 (GL) 的测量可以为模拟设计提供信息,但需要有效性证据.
- 对CL评估的最佳时机和对CL的解答对CL的影响仍未得到充分研究.
研究的目的:
- 评估CL测量的有效性,特别是模拟认知负载评估尺度 (CLAS-Sim),在麻醉学住院医生中.
- 在模拟-汇报周期内调查CL评估的最佳时间.
- 检查解答对认知负载不同组成部分的贡献.
主要方法:
- 一项前性观察性研究,涉及29名第一年麻醉学住院医生.
- 在10个个人学习者模拟之后,在解答之前,进行了四个CL测量 (Paas尺度,NASA-TLX,CLC,CLAS-Sim).
- 在报告结束后,重新使用Paas尺度和CLAS-Sim来评估CL成分的变化.
主要成果:
- 在总CL测量和CLC和CLAS-Sim组件 (IL,EL,GL) 之间发现了显著的相关性.
- CLAS-Sim EL显著高于CLC尺度,而GL显示两项措施之间没有差异.
- 参与者在报告后报告了更高的CLAS-Sim GL,表明学习增加,IL,EL或Paas分数没有显著变化.
结论:
- 在医学实习生群体中,CLAS-Sim证明了其有效性和通用性.
- 报告后增加的CLAS-Sim GL提供了初步证据,证明其在捕获学习相关负载方面的有效性.
- 研究结果表明,解答会对基因认知负载产生积极影响,这是模拟中有效学习的关键组成部分.
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