University Hospitals of Coventry and Warwickshire NHS Trust, Warwick Medical School, UK.
Med Teach. 2010;32(7):569-77. doi: 10.3109/01421590903544710.
Simulation is being increasingly used in medical education.
The aim of this study was to explore in more depth the features of simulation-based teaching that undergraduate medical students value using the Best Evidence Medical Education (BEME) Systematic Review features that lead to effective learning as a framework.
Thematic analysis of four semi-structured focus groups with final year medical students who had been taught acute care skills using a medium-fidelity whole-body simulator manikin (SimMan).
Twelve key themes were identified, namely, feedback, integration into curriculum, learning style, learning environment, realism, teamwork, communication skills, confidence/increased self-efficacy, anxiety, performance, perceptions of foundation year 1 (FY1) and SimMan as a resource. Each theme is described with supporting quotes.
Six of the ten features listed in the BEME review appeared to be of particular value to the medical students. This study provides a richer understanding of these features. In addition, new insights into the effect of simulation on confidence, anxiety and self-efficacy are discussed which may be affected by the 'performance' nature of simulation role-play. Students also contribute critical thought about the use of SimMan as a resource and provide novel ideas for reducing 'downtime'.
模拟教学在医学教育中得到了越来越广泛的应用。
本研究旨在更深入地探讨医学生对基于模拟的教学的特点的看法，以最佳证据医学教育（BEME）系统综述的有效学习特征为框架。
对使用中保真度全身模拟器模拟人（SimMan）教授急症护理技能的最后一年医学生进行了四次半结构化焦点小组的主题分析。
确定了 12 个关键主题，即反馈、融入课程、学习风格、学习环境、真实性、团队合作、沟通技巧、信心/增强自我效能感、焦虑、表现、对基础年 1（FY1）的看法以及 SimMan 作为资源。每个主题都有相关的引述来进行描述。
BEME 综述中列出的十个特征中有六个似乎对医学生特别有价值。本研究提供了对这些特征的更深入理解。此外，还讨论了模拟对信心、焦虑和自我效能感的影响，这可能受到模拟角色扮演的“表现”性质的影响。学生们还对 SimMan 作为资源的使用提出了批判性的思考，并为减少“停机时间”提供了新颖的想法。
