解决问题的脚手架使用金发帮助客观结构化的临床检查
Shaun W H Lee1, Angelina Lim2, Li Ling Yeap1
1Monash University Malaysia, School of Pharmacy, Subang Jaya, Malaysia.
American journal of pharmaceutical education
|June 28, 2025
概括
学生药剂师在客观结构化临床检查 (OSCEs) 期间的解决问题与金头发的帮助模型保持一致. 低绩效者需要有结构的指导来提高分析和规划技能.
科学领域:
- 药房 教育 教育 药房 教育
- 医疗模拟 医疗模拟
- 认知科学 认知科学
背景情况:
- 客观结构化临床检查 (OSCE) 为学生带来了挑战,因为时间压力和焦虑.
- 算法和支架方法可以通过将复杂的过程细分成可管理的步骤来帮助解决问题.
研究的目的:
- 调查学生药剂师在欧安组织问题解决过程中使用的元认知过程.
- 评估金发的帮助模型对欧安组织学生表现的适用性.
主要方法:
- 分析了来自马来西亚和澳大利亚机构的60个评估数据点,按学生绩效级别 (高,中,低) 分类.
- 学生反思的内容和主题分析,围绕金的帮助模型步骤进行结构化.
主要成果:
- 所有的表现水平最初集中在患者病史和药物上.
- 高和中等表现者有效地利用了安全检查和决策的资源;表现较差的人在应用知识方面存在差距,特别是与药物相关的问题.
- 根据知识水平,观察到优先考虑步骤和分析/规划干预措施的差异.
结论:
- 在欧安组织期间,学生药剂师的解决问题自然会遵循5个金头发的帮助步骤.
- 表现较差的学生在"分析"步骤中扎,在"计划"上花费了过多的时间.
- 黄金的帮助模式可以指导教育工作者在支持有困难的学生,以系统地解决问题和专业知识的发展.
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