将UpToDate与基于案例的学习相结合,可以提高住户在临床决策和重症监护培训中的培训满意度
Daowei Zhang1, Wenbin Sun1, Xinxing Lu1
1Department of Critical Care Medicine, The Affiliated Taizhou People's Hospital of Nanjing Medical University, Taizhou, Jiangsu, China.
将UpToDate集成到基于案例的学习 (CBL) 中,改善了重症监护学员的临床决策和参数解释. UpToDate-CBL模型增强了自主学习和教学满意度,但不是基础知识或技能.
科学领域:
- 医学教育 医学教育
- 关键护理医学 关键护理医学
- 基于证据的实践.
背景情况:
- 基于案例的学习 (CBL) 对医疗培训有价值,但可能受到过时信息和缺乏基于证据的支持的限制.
- UpToDate提供了一个持续更新的,基于证据的临床资源,可以提高学习准确性和及时性.
研究的目的:
- 开发和评估重症监护教育的"UpToDate-CBL"模型.
- 为了比较UpToDate-CBL模型与传统CBL的有效性.
主要方法:
- 60名实习生被随机分为两组:传统的CBL和UpToDate-CBL.
- 通过理论知识测试,临床技能评估和关于教学质量和自我感知学习能力的主观问卷来评估结果.
主要成果:
- 两组之间的理论知识或临床技能得分没有显著差异.
- UpToDate-CBL组在临床决策和临床参数解释方面显示出明显更高的得分.
- 在UpToDate-CBL组的学生报告说,他们对学习兴趣,自我学习能力,解决问题的能力和实践技能的满意度明显更高.
结论:
- 该UpToDate-CBL方法显著提高临床决策和参数解释技能在重症监护学员.
- 这种模式有效地提高了自主学习动机和整体教学满意度.
- 虽然对临床推理有好处,但UpToDate-CBL模型在基础知识或基本临床技能获得方面没有显著改善.
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