University of Wisconsin School of Medicine and Public Health, Health Sciences Learning Center, Madison, WI, United States.
University of Wisconsin Department of Surgery, Clinical Science Center, Madison, WI, United States.
Am J Surg. 2018 Feb;215(2):266-271. doi: 10.1016/j.amjsurg.2017.09.038. Epub 2017 Nov 10.
We assessed the effect of basic orientation to the simulation environment on anxiety, confidence, and clinical decision making.
Twenty-four graduating medical students participated in a two-week surgery preparatory curriculum, including three simulations. Baseline anxiety was assessed pre-course. Scenarios were completed on day 2 and day 9. Prior to the first simulation, participants were randomly divided into two groups. Only one group received a pre-simulation orientation. Before the second simulation, all students received the same orientation. Learner anxiety was reported immediately preceding and following each simulation. Confidence was assessed post-simulation. Performance was evaluated by surgical faculty.
The oriented group experienced decreased anxiety following the first simulation (p = 0.003); the control group did not. Compared to the control group, the oriented group reported less anxiety and greater confidence and received higher performance scores following all three simulations (all p < 0.05).
Pre-simulation orientation reduces anxiety while increasing confidence and improving performance.
我们评估了对模拟环境的基本导向对焦虑、信心和临床决策的影响。
24 名即将毕业的医学生参加了为期两周的手术预备课程，包括三个模拟课程。在课程开始前评估基线焦虑。在第 2 天和第 9 天完成情景模拟。在进行第一次模拟之前，参与者被随机分为两组。只有一组在模拟前接受了定向指导。在进行第二次模拟之前，所有学生都接受了相同的定向指导。在每次模拟之前和之后报告学习者的焦虑。模拟后评估信心。手术教员对表现进行评估。
定向组在第一次模拟后焦虑减轻（p=0.003）；对照组则没有。与对照组相比，定向组在所有三次模拟后报告的焦虑程度较低，信心更高，表现评分更高（均 p<0.05）。
模拟前的定向指导可以减轻焦虑，同时增加信心和提高表现。
