Dwyer R Gregg, Deloney Linda A, Cantrell Mary J, Graham C James
a University of Arkansas for Medical Sciences College of Medicine Little Rock, Arkansas.
Med Educ Online. 2002 Dec;7(1):4545. doi: 10.3402/meo.v7i.4545.
Transition from the role of passive student to medical practitioner begins with learning the first clinical skill. This transition can be stressful for those experiencing it and to some extent by those coordinating it. Logistically, it requires demonstration of the techniques to the entire class by a single practitioner or to smaller groups of students by multiple practitioners. The former reduces the opportunity for close observation of technique and is less conducive to questions, while the latter requires multiple practitioners, which can be prohibitive given their already dense schedules. To reduce the stress for all involved and to maximize learning opportunities, an innovative approach to teaching the first skill, vital signs measurement, was developed. Small group instruction and practice were facilitated by senior medical student volunteers in a simulated outpatient clinic using actual equipment. Instruction was provided in a relaxed, but guided format. Students were provided with a lesson plan that detailed both, technique and brief physiology points, as well as check sheets to use during the lab and later as a refresher guide. The lesson plan, instructions for facilitators, and student check sheets were developed by a senior medical student and reviewed by the course faculty. Recruitment and briefing of student facilitators and conduct of the lab were also performed by the senior student. The purpose of this trend article is to describe the development of a new course format and to report our experience with implementation of the new format. It is intended to spark interest in applying similar approaches to other curricular issues.
从被动学生角色向医学从业者的转变始于学习第一项临床技能。对于经历这一转变的人以及在某种程度上负责协调这一转变的人来说，这种转变可能会带来压力。从后勤角度来看，这需要由一名从业者向全班展示技术，或者由多名从业者向较小的学生小组展示。前者减少了近距离观察技术的机会，也不利于提问，而后者需要多名从业者，鉴于他们已经排得很满的日程安排，这可能难以实现。为了减轻所有相关人员的压力并最大限度地增加学习机会，开发了一种创新的方法来教授第一项技能——生命体征测量。在模拟门诊诊所中，由高年级医学生志愿者使用实际设备进行小组指导和练习。指导以轻松但有引导的形式进行。为学生提供了一份教案，其中详细说明了技术和简要的生理学要点，以及在实验期间使用并在之后用作复习指南的检查表。教案、给指导者的说明以及学生检查表由一名高年级医学生编写，并由课程教员审核。学生指导者的招募、简报以及实验的进行也由高年级学生负责。这篇趋势文章的目的是描述一种新课程形式的开发，并报告我们实施新形式的经验。旨在激发人们对将类似方法应用于其他课程问题的兴趣。
