Shukla Anil, Kline Daniel, Cherian Ajith, Lescanec Ashley, Rochman Adam, Plautz Claire, Kirk Mark, Littlewood Keith E, Custalow Cathy, Srinivasan Rajagopalan, Martin Marcus L
School of Medicine, Department of Emergency Medicine, University of Virginia, Charlottesville, VA 22908, USA.
Simul Healthc. 2007 Spring;2(1):11-5. doi: 10.1097/01.SIH.0b013e31802ccf6c.
The University of Virginia School of Medicine discontinued animal vivisection in February 2004 for teaching lifesaving procedures to third-year medical students. Consequently, a 1-day course using simulation technology was developed to meet objectives previously covered in the animal laboratory. The authors sought to evaluate the course and hypothesized that the students' confidence in lifesaving procedures as well as their acceptance of simulation technology as a teaching tool would increase.
The course was designed in a two-session format. The first session (first half of the day) concentrated on individual procedure skills, utilizing part-task trainers. The second session (second half of the day) used a Medical Education Technologies Inc. (METI) Emergency Care Simulator (ECS) full-body patient simulator to present a major trauma scenario. The study design was a prospective, pretest-posttest study without a control group. A 10-question pre and post survey used a Likert scale to explore students' confidence in their skills as well as their acceptance of simulation technology. A course evaluation used a similar Likert scale for evaluation of the course substations, the trauma scenario, and students' self-assessment of their skill levels as well as a 100% point scale for an overall rating of the course.
A total of eight 1-day courses were successfully held over 2 years with a total enrollment of 240 students utilizing 20 instructors inclusive of faculty, residents, and other emergency medicine health care providers. For the pre and post survey results, there was a significant increase in students' confidence in performing lifesaving procedures as well as their acceptance of simulation as a teaching tool (P < 0.05 for each question with pre n = 222 and post n = 226). For the course evaluation results (n = 190), all of the course substations were rated in the good to excellent range and the course received an overall score of 97.55 +/- 7.23% out of 100%. Furthermore, students reported a significant increase in their skill level (P < 0.05).
This lifesaving techniques course utilizing simulation technology successfully covered objectives previously taught with animal vivisection, increased students' confidence levels in performing lifesaving procedures and was highly accepted by the medical students.
弗吉尼亚大学医学院于2004年2月停止了用于向三年级医学生教授救生程序的动物活体解剖。因此，开发了一门为期1天的使用模拟技术的课程，以实现先前在动物实验室中涵盖的目标。作者试图评估该课程，并假设学生对救生程序的信心以及他们对模拟技术作为教学工具的接受程度将会提高。
该课程设计为两节课的形式。第一节课（上午的前半段）专注于利用部分任务训练器进行个人程序技能培训。第二节课（上午的后半段）使用医学教育技术公司（METI）的急诊护理模拟器（ECS）全身患者模拟器来呈现一个重大创伤场景。该研究设计为一项无对照组的前瞻性、前后测研究。一份包含10个问题的前后调查问卷使用李克特量表来探究学生对自身技能的信心以及他们对模拟技术的接受程度。一份课程评估使用类似的李克特量表来评估课程分站、创伤场景以及学生对自身技能水平的自我评估，同时使用100分制对课程进行总体评分。
在两年内共成功举办了八门为期1天的课程，共有240名学生注册参加，使用了包括教员、住院医师和其他急诊医学医护人员在内的20名教师。对于前后调查问卷的结果，学生在执行救生程序方面的信心以及他们对模拟作为教学工具的接受程度均有显著提高（每个问题的P值均<0.05，前测n = 222，后测n = 226）。对于课程评估结果（n = 190），所有课程分站的评分都在良好到优秀的范围内，该课程在100分制中获得了97.55 +/- 7.23%的总体分数。此外，学生报告称他们的技能水平有显著提高（P < 0.05）。
这门使用模拟技术的救生技术课程成功涵盖了先前通过动物活体解剖教授的目标，提高了学生执行救生程序的信心水平，并受到了医学生的高度认可。
