Department of Obstetrics and Gynaecology, Monash University, Melbourne, Australia.
Monash Nursing and Midwifery, Monash University, Melbourne, Australia.
Int J Med Educ. 2022 Oct 31;13:287-304. doi: 10.5116/ijme.6342.9214.
To explore student perceptions of learning and interprofessional aspects of obstetric and neonatal emergencies through online simulation-based workshops.
This qualitative study was conducted at Monash University, Australia. Data were obtained from six separate online Obstetric Neonatal Emergency Simulation workshops held between May 2020 and August 2021. A total of 385 students attended and were invited to participate in the study by completing an online survey two-three weeks later. Of the attendees, 144 students completed the survey (95 medical, 45 midwifery), equating to a response rate of 37%. Survey responses were downloaded from online survey platform and separated into medical and midwifery responses. Thematic analysis of data was performed using a coding framework, resulting in development of themes and subthemes.
Main themes were adaptability, connectivism, preparedness for practice, experiential learning, learning through modelling and dynamics of online interaction. Students reported that online workshop was a useful alternative method to experience simulation-based learning, increase their readiness for clinical practice and foster positive interprofessional relationships. Consistent with existing literature evaluating similar in-person programs, midwifery students were most interested in interprofessional interaction (predominant theme: dynamics of online interaction), whilst medical students were more concerned with developing clinical skills (predominant themes: learning through modelling, experiential learning).
Online learning may be a useful and convenient way of delivering interprofessional simulation-based education during the pandemic, in remote areas and as an adjunct to in-person teaching. Future studies should evaluate the impact of online learning with a mixed methods study and in comparison, to in-person programs.
通过在线模拟为学生提供学习和产科及新生儿急症相关的跨专业知识。
本研究为定性研究，在澳大利亚莫纳什大学进行。研究数据来源于 2020 年 5 月至 2021 年 8 月期间进行的 6 次单独的产科新生儿急诊模拟在线研讨会。共有 385 名学生参加，并邀请他们在两周后完成在线调查参与研究。在与会者中，144 名学生完成了调查（95 名医学专业，45 名助产专业），应答率为 37%。调查响应从在线调查平台下载，并分为医学和助产专业响应。使用编码框架对数据进行主题分析，从而形成主题和子主题。
主要主题是适应性、连通主义、为实践做准备、体验式学习、通过建模学习和在线互动的动态。学生们报告说，在线研讨会是一种替代体验模拟学习的有用方法，可以提高他们对临床实践的准备程度，并促进积极的跨专业关系。与评估类似面对面课程的现有文献一致，助产士学生对跨专业互动最感兴趣（主要主题：在线互动的动态），而医学生更关注发展临床技能（主要主题：通过建模学习、体验式学习）。
在大流行期间、在偏远地区以及作为面对面教学的补充，在线学习可能是提供跨专业模拟教育的一种有用且方便的方式。未来的研究应该使用混合方法研究和与面对面课程进行比较来评估在线学习的效果。
