Bearman Margaret, Palermo Claire, Allen Louise M, Williams Brett
From the HealthPEER (M.L.B.), Department of Nutrition and Dietetics (C.P., L.M.A.), and Department of Community Emergency Health and Paramedic Practice (B.W.), Monash University, Victoria, Australia.
Simul Healthc. 2015 Oct;10(5):308-19. doi: 10.1097/SIH.0000000000000113.
Simulation is increasingly used as an educational methodology for teaching empathy to preservice health professional students. This systematic review aimed to determine if and how simulation, including games, simulated patients, and role-play, might develop empathy and empathetic behaviors in learners. Eleven databases or clearing houses including MEDLINE, EMBASE, CINAHL, PsychInfo, and ERIC were searched for all articles published from any date until May 2014, using terms relating to (i) preservice health professional students, (ii) simulation, and (iii) empathy. Twenty-seven studies met the inclusion criteria, including 9 randomized controlled trials. A narrative synthesis suggests that simulation may be an appropriate method to teach empathy to preservice health professional students and identifies the value of the learner taking the role of the patient.
模拟越来越多地被用作一种教育方法，用于向未来的健康专业学生传授同理心。本系统评价旨在确定模拟（包括游戏、模拟患者和角色扮演）是否以及如何在学习者中培养同理心和同理心行为。我们检索了11个数据库或信息中心，包括MEDLINE、EMBASE、CINAHL、PsychInfo和ERIC，以查找从任何日期到2014年5月发表的所有文章，使用了与（i）未来的健康专业学生、（ii）模拟和（iii）同理心相关的术语。27项研究符合纳入标准，包括9项随机对照试验。叙述性综述表明，模拟可能是向未来的健康专业学生传授同理心的合适方法，并确定了学习者扮演患者角色的价值。
