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在当下学习:模拟患者参与学生在沟通培训期间的有意义的学习 - - 一项刺激回忆研究

Annelies Lovink^1,2, Marleen Groenier³, Anneke van der Niet⁴

¹Department of Technical Medicine, University of Twente, Hallenweg 5, Enschede, 75522 NH, the Netherlands. a.g.lovink@utwente.nl.

Advances in simulation (London, England)

|September 27, 2025

概括

模拟患者 (SPs) 通过反行动和在接触期间的情感参与来增强医学学生的学习. 这就是SPs.

科学领域:

医学教育医学教育
模拟模拟是为了模拟.
临床技能培训临床技能培训

背景情况:

之前的研究集中在模拟患者 (SP) 反对学生学习成果的后遭遇的影响.
最近的研究探讨了有意义的学习 * 在* SP-学生的遭遇.
了解学生和SP的观点为有意义的学习时刻提供了更深入的见解.

研究的目的:

在SP与学生接触期间,确定学生有意义的学习时刻的特征.
在这些有意义的学习时刻探索SP的感知.

主要方法:

十二名技术医学二年级学生参加了与医师的咨询.
视频刺激回忆 (SR) 会议与学生进行,随后由SPs.
字面转录的召回数据经过了专题分析.

主要成果:

学生识别的有意义的学习时刻涉及新的见解,情绪,以及SPs的反-in-action.
在某些情况下,SP的观点与学生的观点一致,但在其他情况下有所不同.
医生将这些时刻视为实际的患者,同时保持对学生的学习位置的认识.

结论:

对学生来说,有意义的学习包括洞察力,情绪和SP反在行动中.
教师可以通过平衡角色描绘与教育意识来真正支持学生的学习.
准备 SP 整合角色描绘和教育意识,提高了他们对学生学习的贡献.

关键词:

医学沟通医学沟通模拟患者 (SPs) 是指模拟的患者.刺激性召回回忆是一种回忆.学生学习学生学习

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