基于模拟的学习对法国国家医师资格考试成绩的影响：一项随机试验（SimECNi 研究）。

Impact of Simulation-Based Learning on National Ranking Medical Examination Results in France: A Randomized Trial (SimECNi Study).

机构信息

From the Service de Médecine Interne (J.G.), Hôpital Lariboisière, Assistance Publique -Hôpitaux de Paris; Sorbonne Université Faculté de Médecine Diderot, Université de Paris Diderot (J.G.), faculté de médecine Sorbonne, F-75020 Paris; Service de Médecine Interne (N.M., M.L.), Hôpital Archet 1, CHU Nice; Université de Nice Sophia-Antipolis (M.L., J.-P.F.), Faculté de Médecine de Nice, Nice; Université de Lorraine (H.H., C.B., M.B.), faculté de médecine de Nancy, Vandœuvre-Lès-Nancy; Unité de méthodologie (C.B.), data management et statistique, DRCI, CHRU de Nancy, Nancy; Service de Médecine Générale d'Urgence (J.-P.F.), Hôpital Saint Roch, CHU, Nice; and Service de Neuroradiologie (M.B.), Hôpital Central, CHRU Nancy, Nancy, France.

出版信息

Simul Healthc. 2020 Aug;15(4):259-265. doi: 10.1097/SIH.0000000000000431.

DOI:10.1097/SIH.0000000000000431

PMID:32168288

Abstract

INTRODUCTION

In France, the National Ranking Examination (ECNi) evaluates medical students based on their clinical reasoning. Simulation-based education on ECNi preparation has not been assessed. Our objective is to establish the added value of high-fidelity (HF) simulation-based learning in ECNi preparation compared with the current standard.

METHODS

We performed a controlled, prospective study. Fifth-year medical students from Nancy and Nice participated in a 3-phase process. In phase 1, students were tested on 6 themes (A-F) that were each presented as an ECNi clinical case and were randomized into 2 groups (#1 and #2). A 20-point grading scale was used. In phase 2, group #1 carried out HF simulation on themes A, B, and C, whereas group #2 did so on themes D, E, and F. Students were tested, in phase 3, with a new set of clinical cases on the same 6 themes. Progression in scores between phases 1 and 3 was analyzed.

RESULTS

One hundred sixty-six medical students randomized into 2 groups partook in the study. In phase 1, there was no significant difference in scores between groups. In phase 3, group #1 had significantly higher scores than group #2 for cases A, B, and C. Scores were significantly higher in group #2 for cases D, E, and F. Average scoring significantly improved between phases 1 and 3 with a 1.4-point gain for cases A, B, and C in group #1 and a 2.10-point gain for cases D, E, and F in group #2.

CONCLUSIONS

Our study shows that HF simulation learning significantly increases ECNi-like test results when compared with traditional forms.

摘要

简介

在法国，国家排名考试（ECNi）根据学生的临床推理能力对医学生进行评估。目前尚未评估基于模拟的 ECNi 准备的教育。我们的目标是确定与当前标准相比，高保真（HF）模拟学习在 ECNi 准备中的附加价值。

方法

我们进行了一项对照性、前瞻性研究。来自南锡和尼斯的五年级医学生参加了一个 3 阶段的过程。在第 1 阶段，学生们对 6 个主题（A-F）进行了测试，每个主题都呈现为 ECNi 临床病例，并随机分为 2 组（#1 和 #2）。使用 20 分制评分。在第 2 阶段，#1 组对主题 A、B 和 C 进行 HF 模拟，而#2 组则对主题 D、E 和 F 进行模拟。在第 3 阶段，学生们接受了一组新的 6 个主题的临床病例测试。分析了从第 1 阶段到第 3 阶段的分数进展情况。

结果

166 名随机分为 2 组的医学生参加了研究。在第 1 阶段，两组之间的分数没有显著差异。在第 3 阶段，#1 组在病例 A、B 和 C 上的得分明显高于#2 组。#2 组在病例 D、E 和 F 上的得分明显更高。在第 1 阶段和第 3 阶段之间，平均得分显著提高，#1 组的病例 A、B 和 C 的得分提高了 1.4 分，而#2 组的病例 D、E 和 F 的得分提高了 2.10 分。