Smith Christopher J, Rohlfsen Cory, Wardian Jana, Sahak Khalid
Associate Professor, Division of Hospital Medicine, Department of Internal Medicine, University of Nebraska Medical Center.
Assistant Professor, Divisions of Hospital Medicine and General Internal Medicine, Department of Internal Medicine, University of Nebraska Medical Center.
MedEdPORTAL. 2024 Dec 11;20:11476. doi: 10.15766/mep_2374-8265.11476. eCollection 2024.
Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula.
A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired test.
Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = 5 = ]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop.
A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.
教授操作技能是健康职业教育的重要组成部分，但传统课程往往缺乏正规培训。
作为一所大型健康职业大学临床教育工作者培训的一部分，开展了一次关于教授操作技能的工作坊。参与者包括来自各种培训项目的住院医师和研究员（研究生2至6年级）。这个90分钟的互动式培训将加涅的教学设计模型与循证教学实践相结合。通过工作坊前后的调查对工作坊成果进行评估。通过课程评估来评估学习者的反应（柯克帕特里克一级）。通过态度和基于知识的问题来评估学习和行为（柯克帕特里克二级）。从三组参与者（2022 - 2024年）中收集数据。通过配对检验分析回答情况。
来自11个不同学科的住院医师和研究员参加了工作坊。35份调查问卷中，有30份回复，回复率为86%。所有六个问题的课程评估都是积极的（平均得分：在5分制李克特量表上为4.8 - 5.0分[1 = 最差，5 = 最佳]）。所有五个态度问题的工作坊后得分都有显著提高，包括“我在教授操作技能时可以应用教学设计理论”（5分制，前测：2.2分，后测：4.3分，P <.01）。工作坊后，正确回答基于知识问题的参与者数量也有所增加。
一个专注于循证操作技能教学的工作坊得到了好评，并改善了参与者的态度和知识。该工作坊的优势包括对广泛的医学学员有吸引力、整合了教育理论以及互动式设计。
