Smith Nancy, Prybylo Sharon, Conner-Kerr Teresa
Winston Salem State University, Winston Salem, NC.
Cardiopulm Phys Ther J. 2012 Mar;23(1):36-42.
THE AIMS OF THE STUDY WERE TO DIFFERENTIATE: (1) physical therapy (PT) students' preferred method for learning electrocardiographic (ECG) recognition utilizing standardized patient (SP) and human patient simulation (HPS) approaches, (2) the impact of HPS or SP on confidence in interpreting ECG, and 3) the effect of HPS or SP on students' ability to make clinical decisions based upon ECG interpretation.
"Three educational methods were employed to teach ECG recognition to two different years of novice PT students enrolled in a cardiopulmonary physical therapy class. First, all students had a traditional lecture on ECG. Following the lecture, two problem-based learning (PBL) approaches were utilized. One approach used a SP and paper ECG strips, and the second approach utilized HPS with simulated ECG monitoring."(1) Following the two PBL approaches, a post instructional survey regarding the learning experiences was conducted. Following instruction, each cohort (n = 24, n = 29) of PT students was given a mixed methods survey about their experience.
Survey return rate amongst both cohorts was 77%. Independent sample of individual cohort and paired t-tests of combined data comparing HPS to SP revealed a strong preference for HPS (p = 0.003 (2008 cohort) and p = 0.0001 (2010 cohort)) and combined cohort (p = 0.0001). There were no significant differences in responses between cohorts or preference between the HPS method and the use of SP and HPS combined. Additionally, 75% of respondents either strongly agreed or agreed that they felt confident with their skill in ECG interpretation as presented with HPS or SP. 90% either strongly agreed or agreed that they understood how the ECG relates to patient treatment. Summative assessment utilizing HPS revealed that students were competent in their performance in ECG recognition and clinical decision making related to patient treatment.(1)
Data support that HPS was the preferred method to improve student confidence in ECG recognition and interpretation.
本研究的目的是区分：（1）物理治疗（PT）专业学生在利用标准化病人（SP）和模拟病人（HPS）方法学习心电图（ECG）识别方面的偏好方法；（2）HPS或SP对心电图解读信心的影响；以及（3）HPS或SP对学生基于心电图解读做出临床决策能力的影响。
采用三种教育方法向参加心肺物理治疗课程的两个不同年级的新手PT学生教授心电图识别。首先，所有学生都接受了关于心电图的传统讲座。讲座之后，采用了两种基于问题的学习（PBL）方法。一种方法使用标准化病人和纸质心电图条，另一种方法使用带有模拟心电图监测的模拟病人。（1）在这两种PBL方法之后，进行了关于学习体验的教学后调查。教学结束后，对每个PT学生队列（n = 24，n = 29）进行了关于他们体验的混合方法调查。
两个队列的调查回复率均为77%。对单个队列的独立样本以及将HPS与SP进行比较的合并数据的配对t检验显示，学生对HPS有强烈偏好（2008队列p = 0.003，2010队列p = 0.0001）以及合并队列（p = 0.0001）。队列之间的回答或HPS方法与SP和HPS联合使用之间的偏好没有显著差异。此外，75%的受访者强烈同意或同意他们对通过HPS或SP进行心电图解读的技能感到自信。90%的受访者强烈同意或同意他们理解心电图与患者治疗的关系。利用HPS进行的总结性评估表明，学生在心电图识别和与患者治疗相关的临床决策方面表现出色。（1）
数据支持HPS是提高学生对心电图识别和解读信心的首选方法。
