Sweet Robert M, Hananel David, Lawrenz Frances
Department of Urologic Surgery, University of Minnesota, 420 Delaware St. SE, Minneapolis, MN 55455, USA.
Arch Surg. 2010 Feb;145(2):197-201. doi: 10.1001/archsurg.2009.266.
To present modern educational psychology theory and apply these concepts to validity and reliability of surgical skills training and assessment.
In a series of cross-disciplinary meetings, we applied a unified approach of behavioral science principles and theory to medical technical skills education given the recent advances in the theories in the field of behavioral psychology and statistics.
While validation of the individual simulation tools is important, it is only one piece of a multimodal curriculum that in and of itself deserves examination and study. We propose concurrent validation throughout the design of simulation-based curriculum rather than once it is complete. We embrace the concept that validity and curriculum development are interdependent, ongoing processes that are never truly complete. Individual predictive, construct, content, and face validity aspects should not be considered separately but as interdependent and complementary toward an end application. Such an approach could help guide our acceptance and appropriate application of these exciting new training and assessment tools for technical skills training in medicine.
介绍现代教育心理学理论，并将这些概念应用于外科技能培训与评估的有效性和可靠性。
在一系列跨学科会议中，鉴于行为心理学和统计学领域理论的最新进展，我们将行为科学原理和理论的统一方法应用于医学技术技能教育。
虽然对单个模拟工具进行验证很重要，但它只是多模式课程的一部分，而该课程本身就值得审视和研究。我们建议在基于模拟的课程设计过程中同时进行验证，而不是在课程完成后才进行。我们认同有效性和课程开发是相互依存、持续不断的过程，永远不会真正完成。个体预测效度、结构效度、内容效度和表面效度方面不应分开考虑，而应视为相互依存且相辅相成，以实现最终应用。这种方法有助于指导我们接受并恰当地应用这些令人兴奋的新培训和评估工具，用于医学技术技能培训。
