"我的技能将被曝光" - 医学学生在基于模拟的学习期间的焦虑,意义和专业身份:混合方法研究研究
Gareth Drake1, Niki Skaltsa2, Kritika Kalia3
1Clinical Simulation Centre, Great Ormond Street Hospital Learning Academy, Great Ormond Street Children's Hospital NHS Foundation Trust, London, United Kingdom.
PloS one
|July 9, 2025
概括
医学学生的临床模拟焦虑不会妨碍学习的有效性. 然而,了解学生对焦虑,观察和现实主义的经验,可以让我们了解专业身份和在医疗保健教育中应对不确定性.
科学领域:
- 医学教育 医学教育
- 医疗保健模拟器 医疗保健模拟器
- 心理学在医学中的应用
背景情况:
- 临床模拟是医疗保健教育的关键组成部分,但往往会引起焦虑.
- 在模拟过程中焦虑对学习的影响尚未完全理解.
- 现有的医学教育文化可能会阻止脆弱性和错误的承认.
研究的目的:
- 研究医学生的状态焦虑和模拟有效性之间的关系.
- 探索医学学生在儿科重症模拟过程中如何经历焦虑.
- 在模拟中确定影响学习体验的因素.
主要方法:
- 展望性,观察性,混合方法研究.
- 对状态焦虑和模拟有效性的定量分析.
- 定性访谈探索学生在模拟过程中对焦虑的经验.
主要成果:
- 在状态焦虑和模拟有效性之间没有发现显著的负相关性.
- 定性数据揭示了预期,被观察和模拟现实主义的主题.
- 焦虑触发器还提供了对学习,专业身份和应对不确定性的见解.
结论:
- 状态焦虑并不一定会阻碍临床模拟中的学习效率.
- 模拟经历,包括焦虑,可以促进对职业角色和责任的自我反思.
- 模拟鼓励从完美主义转向承认局限性和寻求医疗培训帮助.
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