为物理治疗学生开发疼痛管理能力评估:整合模拟和书面评估
Nathan Augeard1, Jordan Miller2, Geoff Bostick3
1School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
概括
一个新的疼痛教育在物理治疗 (PEP) 评估被开发来评估学生在疼痛管理的能力. 该工具使用基于案例的问题和模拟来改善物理治疗教育成果.
科学领域:
- 疼痛管理教育的教育.
- 物理治疗 (PT) 培训培训
- 在医疗保健专业中评估能力.
背景情况:
- 慢性疼痛是一个重大的全球健康挑战,具有重大的经济影响.
- 医疗行业现有的疼痛管理教育表现出持续存在的差距.
- 有效的评估工具对于解决疼痛管理学习成果差异至关重要.
研究的目的:
- 描述在物理治疗中疼痛教育 (PEP) 能力评估的开发和初步评估.
- 在入门级物理治疗课程中评估学生在疼痛管理方面的能力.
- 识别和解决教育差异对学习成果的潜在影响.
主要方法:
- 该评估是使用DeVellis流程开发的,其中包括综合知识翻译和合作伙伴参与.
- 一个指导小组指导创建基于案例的多选题 (MCQ) 和基于模拟的站点.
- 对米勒金字塔的不同级别进行了能力评估,使用了最后一个学期PT学生的数据 (n=146为MCQ,n=53为模拟).
主要成果:
- 选择了28个MCQ项目和3个模拟站进行最终评估.
- 该MCQ组件显示了中度的内部一致性 (α=0.65).
- 基于模拟的评估显示了中度的内部一致性 (α=0.63) 和良好的评价者间可靠性 (ICC范围:0.73-0.86).
结论:
- PEP评估提供了对疼痛管理能力的全面评估,包括沟通和同理心等人际交往技能.
- 该工具解决了传统书面评估中的关键缺口,并根据物理治疗教育需求量身定制.
- 对PEP评估的严格发展和有前途的初步评估突出了其增强PT教育和改善患者结果的潜力.
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