Ding Jack, Xiao Xin, Biagi Shanon, Varkey Thomas
Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, South Australia, 5000, Australia.
Department of Medical Education, Melbourne Medical School, Melbourne, Victoria, 3010, Australia.
MedEdPublish (2016). 2022 Nov 28;12:73. doi: 10.12688/mep.19285.1. eCollection 2022.
Dyad learning is a two-person learning dynamic in which one student observes the other performing tasks, with their roles then being reversed such that both students experience the observer and the performer role. The efficacy of dyad learning has been tested in medical education contexts, such as in medical simulation. To our knowledge, this is the first systematic review that has evaluated the efficacy of dyad learning in a medical simulation context. PubMed, Google Scholar, Cochrane Library databases were searched in September 2021 and January 2022. Prospective studies of randomized design that compared dyad learning to a single medical student or physician learning in a medical simulation were included. Non-English language studies, secondary literature papers, non-human based studies, and papers that were published prior to 2000 were excluded. The methodological quality of these studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The Kirkpatrick model was used to conceptualize study outcomes. The identified papers included eight studies from four countries that totaled 475 participants. Students reported positively on their experiences as dyads, especially regarding the social aspects of it. Studies showed non-inferior learning outcomes for dyads. As most studies were one or two days long, there is limited evidence that this non-inferiority extends to longer term training modules. There is some evidence to suggest that dyad learning outcomes may be replicable in a clinical context following simulation training. Dyad learning in medical simulation is a pleasant experience for students and may be as effective as conventional learning. These findings set the foundation for future studies of longer duration, which is needed to determine the efficacy of dyad learning in lengthier curriculums and long-term knowledge retention. While cost-reduction is an implied benefit, studies that explicate cost reduction are needed to formalize this.
双人学习是一种两人的学习动态过程，其中一名学生观察另一名学生执行任务，随后角色互换，以便两名学生都能体验观察者和执行者的角色。双人学习的效果已在医学教育环境中进行了测试，例如在医学模拟中。据我们所知，这是第一项评估医学模拟环境中双人学习效果的系统评价。2021年9月和2022年1月检索了PubMed、谷歌学术、考科蓝图书馆数据库。纳入了将双人学习与医学模拟中单个医学生或医生学习进行比较的随机设计前瞻性研究。排除非英语语言研究、二次文献论文、非基于人类的研究以及2000年之前发表的论文。使用医学教育研究质量工具（MERSQI）评估这些研究的方法学质量。采用柯克帕特里克模型对研究结果进行概念化。确定的论文包括来自四个国家的八项研究，共有475名参与者。学生对他们作为双人学习的经历给予了积极评价，特别是关于其社交方面。研究表明双人学习的学习效果不逊色。由于大多数研究为期一天或两天，因此仅有有限的证据表明这种不逊色会延伸至更长的培训模块。有一些证据表明，模拟训练后，双人学习的效果在临床环境中可能具有可重复性。医学模拟中的双人学习对学生来说是一次愉快的经历，可能与传统学习一样有效。这些发现为未来进行更长时间的研究奠定了基础，而这对于确定双人学习在更长课程和长期知识保留方面的效果是必要的。虽然成本降低是一个隐含的好处，但需要进行明确阐述成本降低的研究，以便将其形式化。
