Kiesewetter Jan, Gluza Martin, Holzer Matthias, Saravo Barbara, Hammitzsch Laura, Fischer Martin R
Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland ; Ludwig-Maximilians-Universität München, Munich Center of the Learning Science (MCLS), München, Deutschland.
Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland.
GMS Z Med Ausbild. 2015 Aug 17;32(3):Doc32. doi: 10.3205/zma000974. eCollection 2015.
Collaboration as a key qualification in medical education and everyday routine in clinical care can substantially contribute to improving patient safety. Internal collaboration scripts are conceptualized as organized - yet adaptive - knowledge that can be used in specific situations in professional everyday life. This study examines the level of internalization of collaboration scripts in medicine. Internalization is understood as fast retrieval of script information.
The goals of the current study were the assessment of collaborative information, which is part of collaboration scripts, and the development of a methodology for measuring the level of internalization of collaboration scripts in medicine.
For the contrastive comparison of internal collaboration scripts, 20 collaborative novices (medical students in their final year) and 20 collaborative experts (physicians with specialist degrees in internal medicine or anesthesiology) were included in the study. Eight typical medical collaborative situations as shown on a photo or video were presented to the participants for five seconds each. Afterwards, the participants were asked to describe what they saw on the photo or video. Based on the answers, the amount of information belonging to a collaboration script (script-information) was determined and the time each participant needed for answering was measured. In order to measure the level of internalization, script-information per recall time was calculated.
As expected, collaborative experts stated significantly more script-information than collaborative novices. As well, collaborative experts showed a significantly higher level of internalization.
Based on the findings of this research, we conclude that our instrument can discriminate between collaboration novices and experts. It therefore can be used to analyze measures to foster subject-specific competency in medical education.
协作作为医学教育的一项关键资质以及临床护理日常工作的一部分，可极大地促进患者安全的改善。内部协作脚本被概念化为有组织但又具适应性的知识，可用于职业日常生活中的特定情形。本研究考察医学中协作脚本的内化程度。内化被理解为脚本信息的快速检索。
本研究的目标是评估作为协作脚本一部分的协作信息，并开发一种用于测量医学中协作脚本内化程度的方法。
为了对内部协作脚本进行对比比较，本研究纳入了20名协作新手（医学专业最后一年的学生）和20名协作专家（内科或麻醉科的专科医生）。向参与者展示八张照片或视频中呈现的典型医学协作场景，每个场景展示五秒钟。之后，要求参与者描述他们在照片或视频中看到了什么。根据回答，确定属于协作脚本的信息量（脚本信息），并测量每个参与者回答所需的时间。为了测量内化程度，计算每次回忆时间的脚本信息。
正如预期的那样，协作专家陈述的脚本信息明显多于协作新手。同样，协作专家的内化程度明显更高。
基于本研究的结果，我们得出结论，我们的工具能够区分协作新手和专家。因此，它可用于分析医学教育中培养特定学科能力的措施。
