通过同行角色扮演和双向反掌握欧安组织能力:在LA紧急情况下加强自我评估和文档
1Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Kırıkkale University, Kırıkkale, Turkey.
Journal of dental education
|January 22, 2026
概括
经过同行角色扮演的本地麻醉系统紧急情况 (LASE) 管理培训的牙科学生表现出更好的能力. 患者角色组在治疗和文档方面表现出色,提高了对临床紧急情况的准备.
科学领域:
- 牙科教育 牙科教育
- 医疗模拟 医疗模拟
- 应急管理 应急管理
背景情况:
- 对于牙医来说,管理局部麻醉系统紧急情况 (LASE) 是至关重要的.
- 传统的培训方法可能无法充分为学生准备高风险的临床场景.
- 数字工具和同行互动提供了创新的教学方法.
研究的目的:
- 评估指导员监督的,数字支持的同行角色扮演对牙科学生在管理LASE方面的能力的影响.
- 为了比较给出反 (患者角色) 与收到反 (牙医角色) 对自我评估准确性,临床表现和文档的影响.
- 评估角色扮演对学生信心和对准备的感知的影响.
主要方法:
- 99名牙科学生接受了关于LASE的标准化培训 (LAST,甲血球,过敏反应).
- 参与者被随机分配到反的患者角色扮演 (PRP) 或反的牙医角色 (DRP) 组.
- 通过3个阶段的客观结构化临床检查 (OSCE) 评估能力,包括教师评估,自我评估和医学法律文档审查.
主要成果:
- 这两组都获得了高临床能力 (PRP:88%;DRP:83.6%).
- PRP组在治疗管理和文档质量方面表现优越 (p < 0.05).
- 学生通常高估了自己的能力,但PRP参与者的自我评估准确地反映了他们的治疗表现.
结论:
- 数字增强的同行角色扮演显著提高牙科学生的临床能力和文件处理技能来管理LASE.
- 患者角色 (反提供者) 在治疗和记录方面比牙医角色 (反接收者) 更有效.
- 整合结构化,富有反的模拟增强了牙科课程中的反射学习和应急准备.
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