目的 探讨模拟运作专员(simulation operations specialists,SOS)在医学模拟教学及模拟中心运作中的效用、教学需求等现况,分析其对医学模拟教学的必要性及规范化工作内涵的设置,为推动我国SOS队伍建设及医学模拟教学的发展提供参考。方法 以上海交通大学瑞金医学模拟中心为基础,采用手机端在线调研的方式,调研了来自全国26个城市93家医疗机构或医学院校的194名医学模拟教员,以了解其对SOS的认知和需求;同时调研了来自9家医学院校的19名SOS,以了解其实际工作现况和对自我的评定。结果 教员教龄[5.5(2.0,9.5)]年,但模拟教学的经验仅为[1.0(1.0,1.0)]年。近70%的教员不熟悉SOS的工作,85.1%(165/194)的教员在使用模拟人等教具方面希望得到帮助,但其实际申请SOS协助的比例低于其需求意愿(χ²=7.645,P<0.05)。协助和指导模拟人及媒体设备的操作、教具及场地的准备、指导或协助教案的开发是最受教员重视及需求的SOS工作内容。87.1%(169/194)的教员认同SOS工作的重要性且在20年教龄内各组别间没有差异(F=0.229,P>0.05)。SOS的实际工作与理论职责存在一定差异,所调查的19人中,仅4人与课程教员进行了充分的沟通,15人感到工作量过大,14人认为实际工作中缺乏足够时间或受到其他工作干扰,13人认为需要SOS专业培训,仅5人对收入感到满意,但教员认同且愿意支付SOS更多的工作费用(χ²=19.363,P<0.05)。结论 SOS是医学模拟中心的重要资源,直接影响着中心的服务能力和教学质量。需积极推动其专业资质人才培养,促进教员对SOS的了解与沟通。应完善SOS的配比,增加配套投入,注重其职业价值感的建立,把SOS的建设提高到模拟中心核心能力发展的高度。

Objective To investigate the effect and function of the simulation operations specialists (SOS) in assist healthcare simulation courses. To provide reference for the construction of SOS and the development of healthcare simulation education in China.Methods Based on the data in Ruijin healthcare simulation center, 194 medical simulation instructors from 93 medical institutions or colleges in 26 cities were investigated to understand their knowledge and needs for SOS, and 19 SOSs from 9 medical colleges were also investigated to understand their actual work status and self-evaluation using cellphone online research method.Results Instructors have 5.5(2.0,9.5)years' teaching experience, but the simulation experience is only 1 (1.0,1.0) year. 70% instructors are not familiar with SOS, and 85.1%(165/194) need helping in simulated teaching aspects. But the application of SOS is lower than actual demand(χ²= 7.645, P <0.05). Assist and guidance the operation of equipments, preparation classroom, and assistance teaching plans are needed by instructors. 87.1% (169/194) instructors approved the importance of SOS and there was no difference between the groups less than 20 years' teaching experience (F=0.229, P>0.05). A discrepancy exists in SOSs' actual work and responsibility in theory. In all the 19 SOSs, only 4 SOSs have enough communication with instructors before and after courses, 15 SOSs felt workload is very heavy, 14 SOSs think there is lack of enough time or disturbed by other works, 13 SOSs need professional training and only 5 SOSs are satisfied with income while instructors thought SOS should get more salaries (χ²= 19.363, P<0.05).Conclusions As the important resource of the simulation center, SOS directly affects the service ability and teaching quality of the center. The professional qualification training should be promoted actively to improve the professional technical ability for different service demand and promote the communication and understanding between simulation course faculty and SOS. The ratio of SOS and the work demand should be evaluated and improved with increasing the investment of ancillary facility. Simultaneously the establishment of the sense of SOS staff's professional value should be paid more attention and the SOS team building should be seen as the core competence development of the simulation center.