US Army Graduate Program in Anesthesia Nursing, Fort Sam Houston, San Antonio, Texas USA.
Med Educ Online. 2008 Jan 30;13:1. doi: 10.3885/meo.2008.T0000118.
Very little prospective randomized experimental research exists on the use of simulation as a teaching method, and no studies have compared the two strategies of using the HPS and a CD-ROM. In addition, no researchers have investigated the effects of simulation on various levels of cognition, specifically lower-level and higher-level cognition or critical thinking.
A prospective pretest-posttest experimental mixed design (within and between) was used to determine if there were statistically significant differences in HPS and CD-ROM educational strategies in lower-level, higher-level cognition and critical thinking.
A repeated measures multivariate analysis of variance (RMANOVA) with LSD post-hoc tests were used to analyze the data. There were no significant differences between the HPS and CD-ROM groups on lower-level cognition scores. The HPS group did significantly better than the CD-ROM group on higher-level cognition and critical thinking scores.
This study demonstrated that the choice of teaching strategies for lower-level cognition does not make a statistically significant difference in outcome. However, the HPS is superior to using CD-ROM and should be considered as the choice in teaching.
几乎没有关于模拟作为教学方法的前瞻性随机实验研究，也没有研究比较使用 HPS 和 CD-ROM 的两种策略。此外，没有研究人员研究过模拟对各种认知水平的影响，特别是对低层次和高层次认知或批判性思维的影响。
采用前瞻性前后测实验混合设计（组内和组间），确定 HPS 和 CD-ROM 教育策略在低层次、高层次认知和批判性思维方面是否存在统计学上的显著差异。
采用重复测量多元方差分析（RMANOVA）和 LSD 事后检验对数据进行分析。HPS 组和 CD-ROM 组在低层次认知得分上没有显著差异。HPS 组在高层次认知和批判性思维得分上明显优于 CD-ROM 组。
本研究表明，在低层次认知方面，教学策略的选择在结果上没有统计学上的显著差异。然而，HPS 优于使用 CD-ROM，应被视为教学的首选。
