Lammers Richard L, Davenport Moira, Korley Frederick, Griswold-Theodorson Sharon, Fitch Michael T, Narang Aneesh T, Evans Leigh V, Gross Amy, Rodriguez Elliot, Dodge Kelly L, Hamann Cara J, Robey Walter C
Department of Emergency Medicine, Michigan State University/Kalamazoo Center for Medical Studies, Kalamazoo, MI, USA.
Acad Emerg Med. 2008 Nov;15(11):1079-87. doi: 10.1111/j.1553-2712.2008.00233.x. Epub 2008 Sep 26.
Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.
模拟使教育工作者能够开展以学习者为中心的培训和基于结果的评估。然而，急诊医学（EM）中基于模拟的培训的有效性和效度需要进一步研究。教授和测试技术技能所需的方法和评估工具与用于认知或团队技能的方法和工具略有不同。作者借鉴其他医学学科发表的研究成果以及教育、行为和人为因素研究，提出了六个研究主题：程序技能的测量；绩效标准的制定；培训方法、模拟器模型和评估工具的评估与验证；培训方法的优化；在模拟器模型上所学技能向患者的迁移；以及防止技能随时间衰退。本文回顾了相关且既定的教育研究方法，并指出了我们在医生如何学习程序方面的知识空白。作者提出了需要进一步研究的问题，一旦得到解答，将增进对急诊医学中基于模拟的程序培训和评估的理解。
