- 期刊
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Application of High-Fidelity Patient Simulation in the Teaching of Pediatric Primary Assessment and Management - Is It Feasible for Medical Students?
摘要
Problem or purpose: Medical students feel unfamiliar in assessing and managing sick children. We aimed to study the feasibility of using high-fidelity patient simulation (HFPS) in teaching medical student the pediatric assessment triangle (PAT) and pediatric basic life support (PBLS). Methods of study: A whole school year of medical students rotated pediatric clerkship in National Taiwan University Hospital were enrolled. Students were separated into Conventional group S(-) and simulation group S(+). Simulation group had simulated practice + debriefing with HFPS SimBaby^® after conventional course. Self-evaluated clinical competence and confidence for PAT and PBLS, attitude for learning, and satisfaction for this course were assessed by pre/post-course questionnaires with items scored with Likert scale 1-5. Results: A total of 141 students were enrolled, and 108 (76.6%) valid questionnaires were obtained. Forty-four students were in the S(-) group with 84.1% valid questionnaires; and 97 students in the S(+) group with (73.2%) valid questionnaires (p = 0.23). Both groups of students graded increased scores in each items of questionnaires after the course in clinical capability and confidence without statistical difference between 2 groups; and considered the course they received as satisfied (S(-) vs S(+), 4.72 vs 4.69; p = 0.78) and helpful (S(-) vs S(+), 4.41 vs 4.54; p = 0.22). The scale of ＂simulation increases learning motivation＂ at pre-course questionnaire had positive association with the scale of ＂this course is helpful for learning＂ (p ＜ 0.01) at post-course questionnaire. Those scaled ＂simulation increases motivation＂ ＞ 3 at pre-course questionnaire had significantly higher scale for ＂this course is helpful for learning＂( p = 0.04). Conclusion: The course satisfaction of HFPS-assisted training is high (mean 4.69) and students think that as helpful for learning (mean 4.54). Students have higher motivation to simulation scored the course’s learning effectiveness higher. Teaching method attracts learner’s motivation is crucial for the course satisfaction and learning effectiveness.
參考文獻
延伸閱讀
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