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“这是终极观察者角色……你能感受到并看到自己身上正在发生的事情”:学生们的同伴模拟体验。

'It's the ultimate observer role…you're feeling and seeing what's happening to you': students' experiences of peer simulation.

作者信息

Pritchard Shane A, Dalwood Narelle, Keating Jennifer L, Nestel Debra, Te Maxine, Blackstock Felicity

机构信息

Department of Physiotherapy, Faculty of Medicine Nursing and Health Sciences, Monash University, Frankston, Australia.

Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia.

出版信息

BMJ Simul Technol Enhanc Learn. 2020 Oct 29;7(5):329-337. doi: 10.1136/bmjstel-2020-000633. eCollection 2021.

DOI:10.1136/bmjstel-2020-000633
PMID:35515749
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8936562/
Abstract

INTRODUCTION

Simulation-based education (SBE) benefits learners, but multiple barriers limit curriculum integration. Peer simulation, where students are formally educated to portray patient roles in simulated interactions with their peers, might maintain the educational benefits of SBE, be cost-effective, and enable additional learning. Our research question was: 'What are the perspectives and experiences of physiotherapy students who participated in peer simulation?'.

METHODS

Second-year physiotherapy students (n=16) participated in a blended peer simulation programme that included preparation for patient role portrayal and simulated clinical interactions with peers. Using an interpretivist approach, students' experiences and perspectives were explored in two focus groups. Inductive thematic analysis was completed by two researchers.

RESULTS

Three primary themes were identified that characterised the experiences and perspectives of physiotherapy students: peer simulation is a valuable learning experience, specific design features enable effective peer simulation, and portraying a patient provides unique insight. Peer simulation was unexpectedly realistic, revealed knowledge and skill deficits, and improved their clinical skills. Specific design features included consistent engagement, repetitive, individualised practice, multiple forms of feedback, and detailed role preparation. Being the patient in peer simulation gave students unique and valuable insight into patients' experiences of and feelings about health issues and healthcare interactions.

CONCLUSION

Physiotherapy students acquire new insights during peer simulation that may enrich their capabilities for practice through understanding healthcare interactions from patients' perspectives. Physiotherapy students' learning in peer simulation appears to align with the powerful learning experiences of health professional students in other immersive simulation modalities.

摘要

引言

基于模拟的教育(SBE)对学习者有益,但多种障碍限制了其在课程中的整合。同伴模拟是指学生接受正式培训,在与同伴的模拟互动中扮演患者角色,它可能会保留SBE的教育益处,具有成本效益,并能促进额外学习。我们的研究问题是:“参与同伴模拟的物理治疗专业学生的观点和体验是什么?”

方法

二年级物理治疗专业学生(n = 16)参与了一个混合式同伴模拟项目,该项目包括患者角色塑造准备以及与同伴的模拟临床互动。采用解释主义方法,在两个焦点小组中探讨了学生的体验和观点。由两名研究人员完成归纳主题分析。

结果

确定了三个主要主题,这些主题刻画了物理治疗专业学生的体验和观点:同伴模拟是一种有价值的学习体验,特定的设计特征能实现有效的同伴模拟,扮演患者能提供独特的见解。同伴模拟出人意料地逼真,揭示了知识和技能缺陷,并提高了他们的临床技能。具体的设计特征包括持续参与、重复、个性化练习、多种反馈形式以及详细的角色准备。在同伴模拟中扮演患者让学生对患者在健康问题和医疗互动方面的经历和感受有了独特而有价值的见解。

结论

物理治疗专业学生在同伴模拟过程中获得了新的见解,这可能通过从患者角度理解医疗互动来丰富他们的实践能力。物理治疗专业学生在同伴模拟中的学习似乎与其他沉浸式模拟模式下健康专业学生的强大学习体验相一致。

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"It's Not an Acting Job … Don't Underestimate What a Simulated Patient Does": A Qualitative Study Exploring the Perspectives of Simulated Patients in Health Professions Education.“这不是演戏……不要低估模拟患者的作用”:一项探索健康职业教育中模拟患者观点的定性研究。
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