University of South Dakota Sanford School of Medicine.
S D Med. 2023 Sep;76(9):391.
Physicians are expected to educate patients, students, colleagues, as well as members of the interdisciplinary team. However, unlike in the United Kingdom and Canada, US medical schools do not require teaching as a competency for graduation. High-quality teaching and communication skills are necessary to ensure patient safety and trust. As the field of medicine becomes increasingly expansive and complex, it can no longer rely on empiric forms of knowledge exchange. Physician training must include pedagogy to create competent educators. In this project, the educational efforts of senior medical students providing simulation-based education to junior students were compared with that provided by faculty-led education.
The "Medical Students as Simulation Educators" (MSASE) course consists of a didactic and a teaching application component. The didactic component delivers learning modules on topics such as simulation education history, learning theories, debriefing and feedback, curriculum development, teaching methods, assessment, evaluation, and essentials of running the Laerdal SimMan 3G simulation system. After completing didactic courses, student educators apply their pedagogic skills in facilitator-guided, high-fidelity clinical simulations in areas such as anaphylaxis, heart failure, and atrial fibrillation. The evaluation of MSASE compared the knowledge gain of learners led by clinical faculty to those led by student-educators. Learners completed the same multiple-choice quiz (MCQ) before and after the simulation training. In addition, student satisfaction surveys were used to assess their attitudes to being taught by their peers.
Scores from the pre- and post-tests were nearly identical in the faculty and student-led groups. The faculty-led group's average pre- and post-activity scores were 41.67% and 72.81%, respectively. The average increase in scores was 31.14%. The student-led group's average pre- and post-activity scores were 44.43% and 75.71%, respectively. The average increase in scores was 31.28%. The results of the student satisfaction survey were supportive of peers as educators. The survey used a 5-point scale with 1 representing "strongly disagree" and 5 representing "strongly agree". Aspects surveyed include learning objective identification and achievement, educator preparedness, organization and structure, simulation realism, complexity appropriateness, engagement level, quality of debriefing, and more. The average student satisfaction score for each aspect of the survey was greater than 4.5. The average of all elements surveyed was 4.75/5.
Data support the contention that medical students are equally effective in simulation-based teaching as clinical faculty. Participating student educators and student learners reported satisfaction with the MSASE experience.
医生有责任教育患者、学生、同事以及跨学科团队成员。然而，与英国和加拿大不同，美国的医学院并不要求教学能力作为毕业要求。高质量的教学和沟通技巧对于确保患者安全和信任至关重要。随着医学领域的不断扩展和复杂化，它不能再依赖经验主义的知识交流形式。医生培训必须包括教育学，以培养有能力的教育者。在这个项目中，我们比较了高年级医学生提供模拟教育与由教师主导的教育对低年级学生的教育效果。
“医学生模拟教育者”（MSASE）课程包括理论和教学应用两部分。理论课程提供有关模拟教育历史、学习理论、反馈和辅导、课程开发、教学方法、评估、评价以及运行 Laerdal SimMan 3G 模拟系统的基础知识等主题的学习模块。在完成理论课程后，学生教育者在模拟环境中应用他们的教学技能，例如过敏反应、心力衰竭和心房颤动。通过比较由临床教师领导的学习者与由学生教育者领导的学习者的知识获取情况，评估 MSASE 的效果。学习者在模拟培训前后完成相同的多项选择题（MCQ）测试。此外，还使用学生满意度调查来评估他们对同龄人教学的态度。
在教师和学生主导的小组中，前测和后测的分数几乎相同。教师主导组的前测和后测活动平均分数分别为 41.67%和 72.81%，平均提高了 31.14%。学生主导组的前测和后测活动平均分数分别为 44.43%和 75.71%，平均提高了 31.28%。学生满意度调查结果支持将同龄人作为教育者。调查使用 5 分制，1 分代表“强烈不同意”，5 分代表“强烈同意”。调查内容包括学习目标识别和实现、教育者准备情况、组织和结构、模拟真实性、复杂性适当性、参与度、辅导质量等。调查每个方面的学生满意度平均得分均大于 4.5。所有调查元素的平均值为 4.75/5。
数据支持医学生在模拟教学中与临床教师同样有效的观点。参与的学生教育者和学生学习者报告对 MSASE 体验感到满意。
