对程序技能进行基于能力的模拟培训:系统性审查和元分析
Julia H Vermylen1, Elaine R Cohen, David A Cook
1From the, Northwestern University (J.H.V., E.R.C., W.C.M., J.A., H.B., C.M., T.M.T., F.Y.), Feinberg School of Medicine, Cook County, IL; Mayo Clinic College of Medicine and Science (D.A.C.), Rochester, Minnesota; University of Miami School of Medicine (S.B.I.), Miami, FL; Neonatal Intensive Care Unit (NICU) (M.B.), Women's Wellness and Research Center (WWRC), Hamad Medical Corporation (HMC), Doha, Qatar; Galter Health Sciences Library and Learning Center (M.B.), Northwestern University, Feinberg School of Medicine, Cook County, IL; Department of Medicine (R.B.), University of Pennsylvania, Philadelphia, PA; Texas Tech University Health Sciences Center (S.C.), Foster School of Medicine, Lubbock, TX; Advocate Christ Medical Center (N.E.), Chicago, IL; University of Miami School of Medicine (A.M.), Miami, FL; Curtin Medical School (H.W.), Faculty of Health Sciences, Curtin University, Perth, Australia; and Columbia University Vagelos College of Physicians and Surgeons (D.O.K.), New York, NY.
基于能力的模拟培训与非基于能力的方法相比,显著提高了医疗程序技能. 虽然实践行为和患者的结果显示的益处较小,但需要进一步的研究来优化模拟的有效性.
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
- 基于能力的培训
背景情况:
- 模拟越来越多地用于医疗保健教育.
- 基于能力的教育 (CBE) 专注于实现特定技能掌握.
- 在程序技能模拟中CBE的有效性需要综合.
研究的目的:
- 系统地审查和元分析基于能力的模拟教育对医疗程序技能的有效性.
- 识别常见的教学设计特征及其对技能获取的影响.
- 突出模拟教育中的研究差距.
主要方法:
- 对医学程序技能的基于能力的模拟研究进行系统审查.
- 对技能成果,实践中的行为和患者效应的元分析.
- 对教学设计特征,模拟器和反方法的分析.
主要成果:
- 与非基于能力的模拟相比,基于能力的模拟对技能结果产生了很大的影响.
- 对于实践中的行为和患者的影响,观察到有利但小效应.
- 没有特定的教学设计特征显著影响技能获取.
结论:
- 基于能力的模拟是提高医疗程序技能的有效策略.
- 需要进一步的研究来增强对实践行为和患者结果的影响.
- 标准化术语和报告对于未来的模拟研究至关重要.
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