Loutet Miranda G, Zhang Julie, Varsaneux Olivia, Ferguson Alyssa, Hulme Jennifer, Stone Sara, Oldenburger David, Piggott Thomas
Global Health Sim, Hamilton, Ontario Canada.
Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
Med Sci Educ. 2020 Jun 9;30(3):1245-1253. doi: 10.1007/s40670-020-00999-w. eCollection 2020 Sep.
Simulations aim to supplement historic teacher-centric methods by facilitating experiential, self-guided learning and the application of students' knowledge in a controlled environment. The objective of our study is to describe the methodology of developing and facilitating simulations, and to assess their effectiveness as an educational tool for global health training.
We describe the methodology used by Global Health Sim between October 2016 and March 2019 to design and facilitate simulations for participants at the high school through graduate school levels, and at conferences and online. Using a mixed-methods evaluation design, we assessed self-reported quantitative measures of content knowledge before and after participating in the simulation and different aspects of the simulation experience. We also conducted a qualitative thematic analysis of the experience and lessons learned as reported by evaluation respondents.
We conducted a total of 20 simulations on six unique topics for 213 evaluation respondents. Self-reported knowledge of the topic increased an average of 3.3 points on a 10-point scale (4.1-7.4) and the seven aspects of the experience were rated highly (3-5 points on a 5-point Likert scale). Thematic analysis revealed an increased understanding of the complexity of global health problems and strategies for effectively responding to issues in a multidisciplinary manner.
Respondents valued the opportunity to learn about the complexities of responding to global health events, which confirmed that simulations can be utilized as teaching tools for students and professionals. Further research is required to assess the long-term educational impact of simulations in global health.
模拟旨在通过在可控环境中促进体验式、自主学习以及学生知识的应用，来补充以教师为中心的传统教学方法。我们研究的目的是描述开发和实施模拟的方法，并评估其作为全球健康培训教育工具的有效性。
我们描述了全球健康模拟项目在2016年10月至2019年3月期间所使用的方法，该方法用于为高中到研究生阶段的参与者以及在会议和在线环境中设计和实施模拟。采用混合方法评估设计，我们在参与者参与模拟前后评估了其自我报告的内容知识量化指标以及模拟体验的不同方面。我们还对评估受访者报告的体验和经验教训进行了定性主题分析。
我们针对213名评估受访者就六个独特主题总共开展了20次模拟。在10分制量表（4.1 - 7.4分）上，自我报告的主题知识平均提高了3.3分，并且体验的七个方面得到了高度评价（在5分李克特量表上为3 - 5分）。主题分析显示，对全球健康问题的复杂性以及以多学科方式有效应对问题的策略有了更多理解。
受访者重视有机会了解应对全球健康事件的复杂性，这证实了模拟可作为学生和专业人员的教学工具。需要进一步研究来评估模拟在全球健康方面的长期教育影响。
