Tamás Éva, Edelbring Samuel, Hjelm Carina, Hult Håkan, Gimm Oliver
Faculty of Medicine & Health Sciences.
Karolinska Institutet.
MedEdPublish (2016). 2017 Feb 10;6:28. doi: 10.15694/mep.2017.000028. eCollection 2017.
This article was migrated. The article was marked as recommended. The advantages of providing standardized education avoiding exposure of real patients to interventions by novices are appealing both from patient safety and teaching aspects, thus medical simulation has become an integrated part of the healthcare curriculum. We explored the impact of gender and an acting vs. an observing role in simulation on students' perceptions of learning outcomes, and of simulation as a learning activity. A prospective survey for graduating medical students participating in a full day simulated team training session was conducted over three terms. The questionnaire addressed issues related to the session, teamwork and simulation training in general. Participation was voluntary and the study was approved by the regional ethics committee. The overall response rate was 90.8 %. Authenticity and relevance were considered to be high, though male students scored significantly higher both for authenticity and for relevance. Communication and teamwork were considered to be different, depending on gender and assigned role. Female students and students in an acting role were more ready to discuss knowledge gaps, experienced "good" communication significantly more often, and defined their work as teamwork more frequently. The scenarios were found to be more stimulating and motivating by female students and acting individuals. Self-confidence and self-awareness were declared to be more enhanced for male students and for those who were acting during the simulation sessions. Observers and female students scored significantly lower as regards satisfaction with both the extent of the reflection and the individual feedback. The perceptions of authenticity and relevance of simulation sessions and students' readiness to discuss knowledge gaps differed between genders. Furthermore, perceived changes in self-confidence and self-awareness seemed to be different. The observing role implies a different kind of learning process, which is not necessarily inferior to learning by acting.
本文已迁移。该文章被标记为推荐文章。提供标准化教育避免新手对真实患者进行干预，这从患者安全和教学方面来看都很有吸引力，因此医学模拟已成为医疗保健课程的一个组成部分。我们探讨了性别以及在模拟中扮演角色与观察角色对学生学习成果认知以及对模拟作为一种学习活动的认知的影响。对参加为期一整天模拟团队培训课程的即将毕业的医学生进行了三个学期的前瞻性调查。问卷涉及与该课程、团队合作和一般模拟培训相关的问题。参与是自愿的，该研究得到了地区伦理委员会的批准。总体回复率为90.8%。尽管男生在真实性和相关性方面的得分显著更高，但真实性和相关性被认为很高。沟通和团队合作被认为因性别和分配的角色而异。女生和扮演角色的学生更愿意讨论知识差距，更频繁地体验到“良好”的沟通，并更频繁地将自己的工作定义为团队合作。女生和扮演角色的个人认为这些场景更具刺激性和激励性。男生以及在模拟课程中扮演角色的学生宣称自信心和自我意识得到了更大提升。观察者和女生在对反思程度和个人反馈的满意度方面得分显著较低。模拟课程的真实性和相关性认知以及学生讨论知识差距的意愿在性别之间存在差异。此外，自信心和自我意识的感知变化似乎也有所不同。观察角色意味着一种不同类型的学习过程，它不一定不如通过扮演进行学习。
