目的 分析医学模拟教学师资培训课程的设计与实施效果,为模拟教学师资队伍建设提供参考。方法 选取2022年9月至2024年4月参加北京协和医院医学模拟教学师资培训课程学习的5期(每期培训时长约550分钟)144名学员为对象,在培训前、后分别进行问卷调查,了解学员的课程满意度,模拟教学知识、能力和信心水平自评情况;培训后半年调查学员的模拟教学开展情况和进阶学习意愿等。数据分析采用配对样本t检验和方差分析。结果 学员对课程的整体满意度评分为(4.93±0.26)分。培训后学员在情境模拟教学的课前准备、课前介绍、案例运行、反馈复盘4个环节的自评评分均高于培训前[知识水平:(4.44±0.67)分比(2.81±0.86)分,(4.50±0.65)分比(2.81±0.86)分, (4.42±0.67)分比(2.74±0.84)分,(4.38±0.73)分比(2.76±0.86)分,均P<0.001;能力水平:(4.26±0.59)分比(2.69±0.90)分,(4.33±0.62)分比(2.68±0.88)分,(4.07±0.66)分比(2.64±0.87)分,(3.95±0.71)分比(2.65±0.87)分,均P<0.001;信心水平:(4.34±0.63)分比(3.22±0.84)分,(4.44±0.59)分比(3.22±0.87)分,(4.16±0.68)分比(3.13±0.86)分, (4.00±0.71)分比(3.17±0.84)分,均P<0.001)]。培训后,学员在反馈复盘环节的能力水平和信心水平自评评分均低于课前准备、课前介绍和案例运行环节[(3.95±0.71)分比(4.26±0.59)分、(4.33±0.62)分、(4.07±0.66)分,(4.00±0.71)分比(4.34±0.63)分、(4.44±0.59)分、(4.16±0.68)分,均P<0.001]。培训结束半年后,共有55名学员参与的问卷调查中,有39名(70.9%)在培训后运用了情境模拟教学方法开展教学活动;39名学员中除反馈复盘环节分别有1名(2.6%)、2名(5.1%)和1名(2.6%)学员报告了培训没有提升实际教学中情境模拟教学的知识、能力和信心水平外,其他3个环节所有39名学员均认为培训提升了实际教学中情境模拟教学的知识、能力和信心水平。结论 医学模拟教学师资培训课程得到了参培学员认可,有助于提升学员情境模拟教学的知识、能力和信心水平,其中反馈复盘环节难度较大,需重点关注、持续优化并开发进阶培训课程,不断提升模拟教学水平。
何紫棠
,
胡小芸
,
史迪
,
夏鹏
,
郭超
,
江伟
,
王琳
,
李晓燕
,
刘继海
,
李玥
. 医学模拟教学师资培训课程的设计与实施[J]. 中华医学教育杂志, 2025
, 45(8)
: 596
-601
.
DOI: 10.3760/cma.j.cn115259-20240801-00810
Objective To analyze the design and implementation effects of the faculty training course in medical simulation and inform the construction of a simulation teaching faculty. Methods A total of 144 participants from five sessions of the faculty training course in medical simulation (each session lasts approximately 550 minutes) at Peking Union Medical College Hospital between September 2022 and April 2024 enrolled in the study. Surveys were conducted before and after the training to assess participants' course satisfaction, self-evaluated knowledge, skills, and confidence levels in simulation teaching. A follow-up survey was administered six months after the training to investigate the implementation of simulation teaching and participants' willingness for advanced learning. Data analysis was performed using paired-sample t-tests and analysis of variance (ANOVA). Results The overall course satisfaction score among participants was 4.93±0.26. Post-training, participants' self-rated knowledge scores for scenario-based simulation teaching in preparation, briefing, facilitation, and debriefing improved significantly (2.81±0.86 vs. 4.44±0.67; 2.81±0.86 vs. 4.50±0.65; 2.74±0.84 vs. 4.42±0.67; 2.76±0.86 vs. 4.38±0.73, all P < 0.001). Similarly, self-rated competency scores (2.69±0.90 vs. 4.26±0.59; 2.68±0.88 vs. 4.33±0.62; 2.64±0.87 vs. 4.07±0.66; 2.65±0.87 vs. 3.95±0.71, all P < 0.001) and confidence levels (3.22±0.84 vs. 4.34±0.63; 3.22±0.87 vs. 4.44±0.59; 3.13±0.86 vs. 4.16±0.68; 3.17±0.84 vs. 4.00±0.71, all P<0.001) increased significantly. However, post-training self-rated competence [(3.95±0.71 vs. 4.26±0.59, 4.33±0.62, 4.07±0.66) and confidence (4.00±0.71 vs. 4.34±0.63, 4.44±0.59, 4.16±0.68),all P<0.001] in debriefing remained lower than in other phases (preparation, briefing, and facilitation). Six months post-training, 55 participants completed the follow-up survey. Among them, 39 (70.9%) participants had applied scenario-based simulation teaching. Among the 39 participants, except for the debriefing session, where 1 (2.6%), 2 (5.1%), and 1 (2.6%) participants reported no improvement in their knowledge, skills, and confidence in simulation teaching, all other participants [39 (100.0%)] acknowledged enhanced knowledge, competence, and confidence in simulation teaching. Conclusions The faculty training course effectively was well-received by participants. The program effectively improved participants' knowledge, competence, and confidence in scenario-based simulation teaching. However, the debriefing session was found to be particularly challenging, necessitating focused attention, continuous refinement, and the development of advanced training courses to further improve the quality of simulation teaching.
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