Office of Medical Education, Ajou University School of Medicine, Suwon, Gyeonggi-do, Republic of Korea.
Department of Pediatrics, Ajou University School of Medicine, Suwon, Gyeonggi-do, Republic of Korea.
PLoS One. 2022 Dec 1;17(12):e0278575. doi: 10.1371/journal.pone.0278575. eCollection 2022.
Simulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived performance of their technical and non-technical skills. In addition, we analyzed the difference between instructor's and learners' evaluations of technical skills after the simulation. A one-group pretest-posttest design was adopted. The simulation-based education of the neonatal resuscitation program (NRP) was conducted for 40 medical students from July to November 2020 at a medical school in South Korea. The simulation-based education comprised 5 minutes of pre-briefing, 10 minutes of running the simulation, and 30 minutes of debriefing (using a recorded video). The perceived performance of students' technical and non-technical skills before and after the simulation was compared by collecting and analyzing the pre- and post-questionnaires. The perceived performance of technical (p = .001) and non-technical skills (p < .001) was found to have significantly increased after the simulation. Particularly, the performance of technical skills, such as diagnostic (p = .007) and therapeutic actions (p < .001) and non-technical skills, such as leadership (p < .001), teamwork (p = .001), and task management (p = .020) improved significantly. There was no significant difference in the evaluations of the technical performance of the instructor and learners after the simulation (p = .953). Simulation-based education can improve technical skills, such as diagnostic and therapeutic actions for neonatal resuscitation. It is also effective in enhancing non-technical skills, such as leadership, teamwork, and task management. Further, after the simulation-based education, students can fully self-evaluate through objective reflection and improve their clinical competency.
模拟是一种以学习者为中心的实践，可以帮助发展和维持知识、技能和能力。本研究评估了针对五年级医学生（常规临床实习课程的一部分）的新生儿复苏模拟为基础的教育对其技术和非技术技能的感知表现的影响。此外，我们分析了模拟后指导者和学习者对技术技能的评估之间的差异。采用了一组预测试后测试设计。2020 年 7 月至 11 月，在韩国的一所医学院，对 40 名医学生进行了新生儿复苏方案（NRP）的模拟为基础的教育。新生儿复苏方案的模拟为基础的教育包括 5 分钟的预介绍、10 分钟的模拟运行和 30 分钟的反思（使用录制的视频）。通过收集和分析预测试和后测试问卷，比较了模拟前后学生技术和非技术技能的感知表现。模拟后，学生技术（p =.001）和非技术技能（p <.001）的感知表现显著提高。特别是，诊断（p =.007）和治疗行动（p <.001）等技术技能以及领导力（p <.001）、团队合作（p =.001）和任务管理（p =.020）等非技术技能的表现显著提高。模拟后，指导者和学习者对技术表现的评估没有显著差异（p =.953）。基于模拟的教育可以提高新生儿复苏的诊断和治疗等技术技能。它在提高领导力、团队合作和任务管理等非技术技能方面也很有效。此外，在基于模拟的教育之后，学生可以通过客观的反思充分进行自我评估，并提高他们的临床能力。
