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以病人模擬器及標準化病人進行針對日常例行醫療個案之跨領域團隊合作調練
Using Human Patient Simulators and Standardized Patients in Interdisciplinary Teamwork Training for Clinical Daily Practice
摘要
背景：良好的團隊合作是成功施行臨床醫療的基礎。團隊合作訓練最早起源於航空業，之後被應用在麻醉、急診及重症醫學等跨領域的臨床醫療上，一般內容包括上課、討論、及演練。本研究的目地，是希望能為日常例行醫療建立一套新的結合病人模擬器和標準化病人的跨領域團隊合作訓練課程。研究方法：自2010年4月起，我們開始針對日常例行醫療個案舉辦一系列的跨領域團隊合作訓練課程，內容包括醫學模擬操作、回饋和討論，將病人模擬器和標準化病人結合應用在課程之中；參加對象包括醫師、護理師、藥師、放射師、檢驗師及呼吸治療師等職系的老師和學員。在每次的課程結束之後，所有的參與者都需填寫評估問春。結果：總共51位參與者參加本訓練課程，問春的回收率達到100%。有47位(92.1%)參與者對課程感到滿意；教師和學生對課程的整體滿意度相近(P=0.437)，但教師認為此課程可幫助了解團隊合作重要性的滿意度高於學生(P=0.027)，教師對於學生在演練中表現的滿意度也高於學生自己的滿意度(P=0.002)；在不同職系間的整體滿意度並無差異（P=0.287）。結論：病人模擬器和標準化病人可成功的應用於日常例行醫療個案之跨領域團隊合作訓練課程。這是一種新的教學訓練模式，值得推廣。
並列摘要
Background: Teamwork and communication contribute to successful clinical medical practice. Training in teamwork and communication, including teaching lectures; discussion and practice, has been adapted to interdisciplinary teamwork associated with anesthesia; emergency departments, and intensive care units. The aim of this study was to develop a new course of interdisciplinary teamwork training using human patient simulators and standardized patients when training for clinical daily practice. Methods: In April 2010; we started a series of interdisciplinary teamwork training courses at a single medical center. The contents of the training included medical simulations, feedback; and discussion. Both human patient simulators and standardized patients were used in the simulations. The participants included doctors, nurses; pharmacists; medical technologists; medical imagists; and respiratory therapists. Both teachers and students joined the course. After training, all the participants were asked to complete a questionnaire that included questions using Likert scales and short written assessments. Results: A total of 51 participants joined the training course. The response rate for the questionnaire was 100%. Overall; most of the participants (47 participants, 92.1%) were satisfied with the course. When the satisfaction levels of the teachers and students were compared; they were similar (p=0.437). However, the teachers’ satisfaction in terms of knowing the importance of teamwork was higher than that of the students (p=0.027). In addition; the teachers' satisfaction with the performance of the students was higher than of the students themselves (p=0.002). No difference in the satisfaction between physicians, nurses; pharmacists; medical technologists, medical imagists; and respiratory therapists was found (p=0.287). Conclusion: Both human patient simulators and standardized patients can be successfully applied to interdisciplinary teamwork training for clinical daily practice. Therefore, interdisciplinary teamwork training using both human patient simulators and standardized patients is a new and promising teaching model.