《生命模拟：基础——在资源匮乏环境中提高总结汇报质量的模拟教育工作者培训课程：一项试点研究》

Sim for Life: Foundations-A Simulation Educator Training Course to Improve Debriefing Quality in a Low Resource Setting: A Pilot Study.

作者信息

Robinson Traci, Santorino Data, Dube Mirette, Twine Margaret, Najjuma Josephine N, Cherop Moses, Kyakwera Catherine, Brenner Jennifer, Singhal Nalini, Bajunirwe Francis, Wishart Ian, Lin Yiqun, Lorentzen Helge, Lutnæs Dag Erik, Cheng Adam

机构信息

From the Department of Pediatrics (J.B., N.S., A.C.), Alberta Children's Hospital, University of Calgary, Calgary, Alberta, Canada, Global Health Unit (T.R.), University of Calgary, Calgary, Alberta, Canada; Mbarara University of Science and Technology (D.S., M.T., J.N.N., M.C., C.K., F.B.), Mbarara, Uganda; eSIM Provincial Program (M.D.), Alberta Health Services; Department of Emergency Medicine (I.W.), University of Calgary; KidSIM Simulation Program (Y.L.), Alberta Children's Hospital, Calgary, Alberta, Canada; Operations Training, Oceaneering (H.L.), Sandnes; Formerly of: SAFER (D.E.L.); and The Norwegian Healthcare Investigation Board (D.E.L.), Stavanger, Norway.

出版信息

Simul Healthc. 2020 Oct;15(5):326-334. doi: 10.1097/SIH.0000000000000445.

DOI:10.1097/SIH.0000000000000445

PMID:33003188

Abstract

INTRODUCTION

Despite the importance of debriefing, little is known about the effectiveness of training programs designed to teach debriefing skills. In this study, we evaluated the effectiveness of a faculty development program for new simulation educators at Mbarara University of Science and Technology in Uganda, Africa.

METHODS

Healthcare professionals were recruited to attend a 2-day simulation educator faculty development course (Sim for Life: Foundations), covering principles of scenario design, scenario execution, prebriefing, and debriefing. Debriefing strategies were contextualized to local culture and focused on debriefing structure, conversational strategies, and learner centeredness. A debriefing worksheet was used to support debriefing practice. Trained simulation educators taught simulation sessions for 12 months. Debriefings were videotaped before and after initial training and before and after 1-day refresher training at 12 months. The quality of debriefing was measured at each time point using the Objective Structured Assessment of Debriefing (OSAD) tool by trained, calibrated, and blinded raters.

RESULTS

A total of 13 participants were recruited to the study. The mean (95% confidence interval) OSAD scores pretraining, posttraining, and at 12 months before and after refresher were 18.2 (14.3-22.1), 26.7 (22.8-30.6), 25.5 (21.2-29.9), and 27.0 (22.4-31.6), respectively. There was a significant improvement from pretraining to posttraining (P < 0.001), with no significant decay from posttraining to 12 months (P = 0.54). There was no significant difference in OSAD scores pre- versus post-refresher training at 12 months (P = 0.49).

CONCLUSIONS

The Sim for Life Foundations program significantly improves debriefing skills with retention of debriefing skills at 12 months.

摘要

引言

尽管总结汇报很重要，但对于旨在教授总结汇报技巧的培训项目的效果却知之甚少。在本研究中，我们评估了非洲乌干达姆巴拉拉科技大学针对新的模拟教育工作者开展的教师发展项目的效果。

方法

招募医疗保健专业人员参加为期2天的模拟教育工作者教师发展课程（“为生命而模拟：基础课程”），内容涵盖情景设计、情景执行、预汇报和总结汇报的原则。总结汇报策略结合当地文化，重点关注总结汇报结构、对话策略和以学习者为中心。使用一份总结汇报工作表来支持总结汇报实践。经过培训的模拟教育工作者进行为期12个月的模拟课程教学。在初始培训前后以及12个月时为期1天的复习培训前后，对总结汇报进行录像。由经过培训、校准且不知情的评分者使用客观结构化总结汇报评估（OSAD）工具在每个时间点测量总结汇报的质量。

结果

共有13名参与者被招募到该研究中。培训前、培训后以及12个月复习培训前后的OSAD平均（95%置信区间）得分分别为18.2（14.3 - 22.1）、26.7（22.8 - 30.6）、25.5（21.2 - 29.9）和27.0（22.4 - 31.6）。从培训前到培训后有显著改善（P < 0.001），从培训后到12个月没有显著下降（P = 0.54）。12个月时复习培训前后的OSAD得分没有显著差异（P = 0.49）。