结构化的反思课程可以提高手术室技术学生的知识和临床技能:所罗门四组研究
Nasser Hassani Nia1, Sahar Karami2, Farimah Shahraki1
1Student Research Committee, Department of Operating Room, School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran.
BMC medical education
|December 17, 2025
概括
结构化反思显著改善了手术室技术学生的理论知识,实践技能和满意度. 这种干预增强了复杂的临床环境中的学习.
科学领域:
- 医学教育 医学教育
- 手术技术培训 培训 手术技术培训
- 医疗保健模拟器 医疗保健模拟器
背景情况:
- 传统的手术室技术培训缺乏深度学习和结构化的反思.
- 结构化反思会议在这个领域的影响还不太清楚.
研究的目的:
- 评估结构化反思课程是否提高了手术室技术学生的理论知识,实践技能和满意度.
- 评估临床教育中基于反思的干预措施的有效性.
主要方法:
- 一个所罗门四组准实验设计与60名学生.
- 干预涉及吉布斯的反思周期:研讨会,场景分析,指导讨论和日记.
- 通过MCQ,程序技能直接观察 (DOPS) 和满意度调查问卷收集的数据.
主要成果:
- 与对照组相比,干预组的MCQ (17.46比12.86) 和DOPS得分 (88.8比53.0) 显著更高.
- 干预组的受教育满意度显著提高 (78.35对70.97).
- 干预对临床经验有很大的影响 (部分 η2 = 0.41),独立于预测试.
结论:
- 使用吉布斯模型的结构化反思课程显著提高了理论知识,精神运动技能和学习者满意度.
- 建议将反思性实践纳入临床课程,以在复杂环境中持续学习.
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