学生们通过扮演病人来学习吗? 在医院前模拟中对同行角色扮演的研究
Amy F Hildreth1, Elizabeth Pearce, Sherri L Rudinsky
1From the Department of Military and Emergency Medicine (A.F.H., C.S.S., S.L.R., R.C.), Uniformed Services University of the Health Sciences, Bethesda, MD; The Henry M. Jackson Foundation for the Advancement of Military Medicine, Inc. (E.P.), Bethesda, MD; and Department of Health Professions Education (R.C.), Uniformed Services University of the Health Sciences, Bethesda, MD.
概括
医学学生在同行角色扮演模拟中扮演患者的角色感知到显著的学习收益. 虽然客观知识测试显示没有差异,但定性数据显示通过观察,经验和指导学习.
科学领域:
- 医学教育 医学教育
- 基于模拟的学习
- 同行辅助学习 (peer-assisted learning) 是一种辅助学习方式.
背景情况:
- 同行角色扮演是医学学生教育的核心,提供者角色的好处是已知的.
- 在同行角色扮演中患者角色的学习影响尚未得到充分理解.
研究的目的:
- 调查医学知识的获取在第一年医学学生在高保真模拟期间充当患者.
- 探索从学生作为患者角色感知到的学习机制和结果.
主要方法:
- 这是一项具有定性成分的定量研究,涉及178名医科一年级学生在医院前的模拟中.
- 医学知识通过多项选择测试进行评估;通过开放式反思捕获的感知学习.
- 奇方位分析比较了"行为者"与"非行为者";对定性数据进行反射主题分析.
主要成果:
- 作为患者的学生与没有患者的学生之间在客观知识测试表现上没有显著差异.
- 一个很高的比例的学生 (89.9%) 报告从患者角色感知学习收益.
- 识别的学习机制包括观察性学习,体验性学习和直接指令.
结论:
- 客观知识的增长没有通过患者角色的多选项测试来证明.
- 学生报告了大量的感知学习,这表明了学生作为患者角色的价值.
- 学生作为患者的角色可以促进基于模拟的医学教育中的认知和情感学习.
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