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当在模拟中教授程序时,模拟辅助程序是否会提高表现?
Jennifer Yee1, Kimberly Bambach2, David P Way2
1The Ohio State University Wexner Medical Center, Columbus, USA. jennifer.yee@osumc.edu.
Advances in simulation (London, England)
|July 2, 2025
概括
在程序实验室 (PL) 设置中的结构化实践对教学气球吸管放置更有效,而不是与辅助器 (SA) 进行模拟. 在随访时,PL组表现出更高的技能表现,这表明辅助可能不必要,甚至可能阻碍长期的技能保留.
科学领域:
- 医学教育 医学教育
- 基于模拟的培训基于模拟的培训
- 程序技能 获得 程序技能 获得
背景情况:
- 低频,高急性手术需要模拟训练,以尽量减少对患者的伤害.
- 缺乏比较模拟与辅助器与传统程序实验室进行程序培训的证据.
- 这项研究调查了模拟辅助对气球吸管放置程序技能的影响.
研究的目的:
- 为了比较模拟与辅助 (SA) 与程序实验室 (PL) 设置的效果,用于教导气球吸管放置.
- 评估不同培训模式对程序知识,技能和自我评估能力的影响.
主要方法:
- 50名学习者 (急诊医生,胃肠病学研究员) 被随机分配到SA或PL培训组.
- 训练使用了修改后的气道任务训练器来放置气球吸管.
- 评估包括自主能力,知识和观察到的技能在基线,1个月和5个月的培训后.
主要成果:
- 两组在从基线到1个月的所有评估中都显示出显著的改善.
- 在1至5个月期间,这两组的自我评估能力都得到了改善.
- 与SA组相比,PL组在5个月的随访中表现出明显更高的技能表现.
结论:
- 所有学习者在知识,技能和能力方面都得到了改善,无论培训方法如何.
- 程序实验室培训导致了高超的长期技能表现,用于气球吸管安置.
- 结构化的实践可能是足够的,模拟的辅助可能可能会导致技能衰退.
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