模拟死亡可提升学习者对模拟的态度。

Simulated death enhances learner attitudes regarding simulation.

作者信息

Park Chang H, Wetmore Douglas, Katz Daniel, DeMaria Samuel, Levine Adam I, Goldberg Andrew T

机构信息

Department of Anesthesiology, Perioperative and Pain Medicine, Icahn School of Medicine at Mount Sinai, New York City, New York, USA.

Department of Anesthesiology, Hospital for Special Surgery, New York City, New York, USA.

出版信息

BMJ Simul Technol Enhanc Learn. 2017 Dec 9;4(1):23-26. doi: 10.1136/bmjstel-2017-000215. eCollection 2018.

DOI:10.1136/bmjstel-2017-000215

PMID:35517376

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8936730/

Abstract

INTRODUCTION

Despite the widespread use of simulated death in healthcare education, some view it as a controversial learning tool due to potential psychological harm. Others believe that allowing death during simulation enhances participant learning. Sparse data exist in the literature about learner attitudes towards simulated death. Our objective was to establish a link between exposure to simulated death and learner attitudes regarding simulation. Our hypothesis was that exposure to simulated death will positively affect learner attitudes towards simulation.

METHODS

Anonymous surveys were distributed to participants of simulations conducted by our department from January 2014 to December 2015. Collected survey data included total number of simulation scenarios, exposure to death and participants' views towards simulation afterwards. Participants also rated the simulation on a Likert scale. We compared demographic and simulation data for participants who experienced simulated death versus participants who did not. Exposure to death and clinical level were included as predictor variables in logistic regressions using the simulator experience variables as outcomes.

RESULTS

250 survey responses were analysed. 64% of participants were attendings. 82% of participants experienced death during simulation. The group that experienced simulated death gave significantly higher ratings (4.77 vs 4.50, p=0.004) and a higher percentage of maximum ratings on the Likert scale (83% vs 59%, p=0.0002). More participants who experienced death thought that simulated death could enhance learning (76% vs 59%, p=0.021). When adjusted for training level, those who experienced death in simulation were nearly twice as likely to think that death can enhance learning (p=0.049) and 133% more likely to give the simulation the highest rating (p=0.036).

CONCLUSIONS

Survey participants who experienced simulated death were more likely to think that death can enhance learning and more likely to give the simulation the highest rating, thereby demonstrating that exposure to simulated death positively affects learner attitudes regarding simulation.

摘要

引言

尽管模拟死亡在医疗保健教育中被广泛使用，但由于其潜在的心理伤害，一些人将其视为一种有争议的学习工具。另一些人则认为，在模拟过程中允许出现死亡情况能提高参与者的学习效果。关于学习者对模拟死亡的态度，文献中的数据稀少。我们的目标是建立接触模拟死亡与学习者对模拟的态度之间的联系。我们的假设是，接触模拟死亡将对学习者对模拟的态度产生积极影响。

方法

向我们部门在2014年1月至2015年12月期间进行的模拟参与者发放匿名调查问卷。收集的调查数据包括模拟场景总数、接触死亡情况以及参与者之后对模拟的看法。参与者还根据李克特量表对模拟进行评分。我们比较了经历模拟死亡的参与者与未经历模拟死亡的参与者的人口统计学和模拟数据。在逻辑回归中，将接触死亡情况和临床水平作为预测变量，以模拟器体验变量作为结果。

结果

分析了250份调查问卷回复。64%的参与者是主治医师。82%的参与者在模拟过程中经历了死亡情况。经历模拟死亡的组给出的评分显著更高（4.77对4.50，p = 0.004），并且在李克特量表上给出最高评分的百分比更高（83%对59%，p = 0.0002）。更多经历死亡情况的参与者认为模拟死亡可以提高学习效果（76%对59%，p = 0.021）。在对培训水平进行调整后，那些在模拟中经历死亡情况的人认为死亡可以提高学习效果的可能性几乎是其他人的两倍（p = 0.049），并且给模拟给出最高评分的可能性高出133%（p = 0.036）。