评估基于模拟的临床培训：比较学生自我报告的满意度和信心测量指标与客观临床考试的同时效度。
Assessing simulation-based clinical training: comparing the concurrent validity of students' self-reported satisfaction and confidence measures against objective clinical examinations.
作者信息
Carter Owen B J, Mills Brennen W, Ross Nathan P, Miles Alecka K, Mould Jonathan M, O'Brien Robert P
机构信息
Office of the Pro Vice-Chancellor (Health Advancement), Edith Cowan University, Joondalup Western Australia, Australia.
School of Medicine, Deakin University, Geelong, Victoria, Australia.
出版信息
BMJ Simul Technol Enhanc Learn. 2016 Mar 30;2(2):30-34. doi: 10.1136/bmjstel-2015-000089. eCollection 2016.
INTRODUCTION
Simulation-based education (SBE) literature is replete with student satisfaction and confidence measures to infer educational outcomes. This research aims to test how well students' satisfaction and confidence measures correlate with expert assessments of students' improvements in competence following SBE activities.
METHODS
N=85 paramedic students (mean age 23.7 years, SD=6.5; 48.2% female) undertook a 3-day SBE workshop. Students' baseline competence was assessed via practical scenario simulation assessments (PSSAs) administered by expert paramedics and confidence via a questionnaire. Postworkshop competence and confidence plus self-reported students' satisfaction were remeasured.
RESULTS
PSSA scores increased significantly between baseline and post workshop (35.7%→53.4%, p<0.001), as did students' confidence (55.7%→60.5%, p<0.001), and their workshop satisfaction was high (71.0%). Satisfaction and postworkshop confidence measures were moderately correlated (r=0.377, p=0.001). However, competence improvements were not significantly correlated with either satisfaction (r=-0.107 p=0.344) or change in confidence (r=-0.187 p=0.102).
DISCUSSION
Students' self-reported satisfaction and confidence measures bore little relation to expert paramedics' judgements of their educational improvements. Satisfaction and confidence measures appear to be dubious indicators of SBE learning outcomes.
引言
基于模拟的教育（SBE）文献中充斥着学生满意度和信心度量，以此推断教育成果。本研究旨在测试学生的满意度和信心度量与专家对学生在SBE活动后能力提升的评估之间的关联程度。
方法
85名护理人员学生（平均年龄23.7岁，标准差=6.5；48.2%为女性）参加了为期3天的SBE工作坊。通过由专家护理人员进行的实际场景模拟评估（PSSA）来评估学生的基线能力，并通过问卷调查评估其信心。工作坊结束后，重新测量能力、信心以及学生自我报告的满意度。
结果
从基线到工作坊结束后，PSSA分数显著提高（35.7%→53.4%，p<0.001），学生的信心也显著提高（55.7%→60.5%，p<0.001），并且他们对工作坊的满意度很高（71.0%）。满意度与工作坊结束后的信心度量呈中度相关（r=0.377，p=0.001）。然而，能力提升与满意度（r=-0.107，p=0.344）或信心变化（r=-0.187，p=0.102）均无显著相关性。
讨论
学生自我报告的满意度和信心度量与专家护理人员对其教育进步的判断几乎没有关系。满意度和信心度量似乎是SBE学习成果的可疑指标。
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