参与,逃脱和进化:模拟逃生室作为卫生专业教育中的变革性教学
Chhaya Akshay Divecha1, Miriam Archana Simon1, Simone Appenzeller2
1College of Medicine and Health Sciences, National University of Science and Technology, Sohar, Oman.
The clinical teacher
|July 27, 2025
概括
医学教育中的模拟逃生室 (SER) 提高了学生的满意度和感知到的临床技能,如沟通和批判性思维. 这项研究表明,SER是开发研究生能力的可行,有吸引力的策略.
科学领域:
- 医学教育 医学教育
- 儿科轮换 儿科轮换
- 研究生能力研究生能力
背景情况:
- 模拟逃生室 (SERs) 在健康专业教育中提供创新的教学策略.
- 关于SER的疗效存在研究差距,特别是在对照组研究中.
- 本研究通过评估SER模块来解决创新课程策略的需求.
研究的目的:
- 设计,实施和评估模拟逃生室 (SER) 模块,用于医学最后一年的学生.
- 评估SERs对知识获取和学生体验的影响.
- 通过创新的教学方法来评估毕业生关键能力的发展.
主要方法:
- 在最后一年的医学学生中使用了无等价的对照组前后测试设计.
- 干预组 (n=59) 参加了45分钟的SER模块,而对照组 (n=55) 参加了传统研讨会.
- 通过问卷和反来评估知识获取 (Kirkpatrick 2 级) 和学生经验 (Kirkpatrick 1 级).
主要成果:
- 与传统方法相比,SER干预显著提高了学生的满意度和偏好.
- 学生报告说,他们提高了临床能力,包括团队沟通,领导力和批判性思维.
- 在SER和对照组之间观察到类似的知识获取,但SER促进了更大的参与.
结论:
- 儿科主题的SER模块是一种可行且有效的策略,可以增强学习,参与和感知到的协作解决问题的技能.
- 该研究为教育工作者提供了一个灵活的框架,以开发特定背景的SER.
- 需要进一步研究数字化适应和SERs的长期知识保留.
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