基于模拟的牙科学学生医学急症教育：三年评估。
Simulation-Based Medical Emergencies Education for Dental Students: A Three-Year Evaluation.
机构信息
Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School.
出版信息
J Dent Educ. 2019 Aug;83(8):973-980. doi: 10.21815/JDE.019.084. Epub 2019 Apr 8.
This aim of this study was to develop and evaluate a simulation program for dental students to supplement a lecture-based medical emergencies course. Students' self-reported knowledge, experience, confidence, and ability regarding medical emergencies were assessed as program outcomes. For three years (in 2014, 2015, and 2016), all second-year students (N=333) at one U.S. dental school were randomly assigned to groups of 15 and participated in 15 simulated clinical scenarios. All students completed a 21-item pre-post survey and rated their knowledge, experience, and confidence using simulated emergencies. Following the intervention, students' ability to complete critical actions was also peer-assessed using a ten-item checklist. Four open-ended questions were included on the post-intervention survey for acquisition of additional data. For all years, students' self-reported measurements significantly improved with high practical impact (p≤0.001, g=|0.62, 3.93|), with the exception of calling 911 (knowledge). Peer-rated performance indicated the students were deficient (<75% success) in the following: inhaler use, dose of local anesthetic, dose of epinephrine, and EpiPen use. Content analysis of students' comments pointed to areas that need improvement but found high satisfaction with the program. These findings indicate that this program improved students' knowledge, experience, and confidence using simulated medical emergencies.
本研究旨在开发和评估一个针对牙科学生的模拟项目，以补充基于讲座的医疗急救课程。将学生对医疗急救的自我报告知识、经验、信心和能力作为项目成果进行评估。在三年（2014 年、2015 年和 2016 年）期间，美国一所牙科学校的所有二年级学生（N=333）被随机分配到 15 人一组，并参与了 15 个模拟临床场景。所有学生都完成了一项 21 项的预-后调查，并使用模拟急救对他们的知识、经验和信心进行评分。干预后，学生完成关键操作的能力也由同伴使用十项检查表进行评估。在干预后的调查中还包括了四个开放式问题，以获取更多数据。对于所有年份，学生的自我报告测量结果都有显著提高，具有很高的实际影响（p≤0.001，g=|0.62，3.93|），除了拨打 911（知识）。同伴评定的表现表明学生在以下方面表现不足（成功率<75%）：吸入器使用、局部麻醉剂剂量、肾上腺素剂量和 EpiPen 使用。对学生评论的内容分析指出了需要改进的领域，但发现对该项目非常满意。这些发现表明，该项目提高了学生在模拟医疗急救方面的知识、经验和信心。
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