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High-fidelity simulation and virtual reality: an evaluation of medical students’ experiences 高保真仿真与虚拟现实:医学生体验的评价
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-16 DOI: 10.1136/bmjstel-2020-000625
A. F. Macnamara, K. Bird, Alana Rigby, T. Sathyapalan, David Hepburn
Background Simulation technology is widely used in medical education, providing an environment in which students can develop and practise a multitude of skills that are relevant to clinical practice, without the risk of harm to patients. Methods We conducted a mixed methods cross-over study with quantitative and qualitative outcomes. This analysed students’ perceptions of two simulation technologies: a high-fidelity patient simulator and virtual reality. Twenty final year medical students completed a questionnaire after having experienced both simulation modalities. Results Students scored the patient simulator higher in domains such as developing team working and ‘ABCDE assessment skills’, whereas the virtual reality simulation was more immersive and fun. Participants found the patient simulator more useful in preparing them for clinical practice. Conclusion Medical students in this study expressed that a high-fidelity patient simulator, in a simulated clinical environment, was of greater value to their preparation for clinical practice than virtual reality simulation of a similar environment. However, the virtual reality simulation offered a near comparable experience, and was found to be was enjoyable, immersive and easily portable.
模拟技术广泛应用于医学教育中,为学生提供了一个环境,在这个环境中,学生可以发展和实践与临床实践相关的多种技能,而不会对患者造成伤害。方法采用混合方法进行定量和定性研究。这分析了学生对两种模拟技术的看法:高保真病人模拟器和虚拟现实。20名最后一年级的医学生在经历了两种模拟模式后完成了一份问卷。结果患者模拟器在开发团队合作和“ABCDE评估技能”等方面得分较高,而虚拟现实模拟更具沉浸感和趣味性。参与者发现病人模拟器在为临床实践做准备时更有用。本研究的医学生表示,在模拟的临床环境中,高保真度的患者模拟器比虚拟现实模拟的类似环境对他们临床实践的准备更有价值。然而,虚拟现实模拟提供了接近可比的体验,并被发现是令人愉快的,身临其境和易于携带。
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引用次数: 3
Impact of simulation training on decision to delivery interval in cord prolapse 模拟训练对脐带脱垂分娩间隔决策的影响
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-16 DOI: 10.1136/bmjstel-2021-000860
G. Gallagher, Alison Griffin, Sharon Clipperton, S. Janssens
Background Umbilical cord prolapse is a rare obstetric emergency requiring rapid coordination of a multidisciplinary team to effect urgent delivery. The decision to delivery interval (DDI) is a marker of quality of teamwork. Multidisciplinary team simulation-based training can be used to improve clinical and teamwork performance. Aim To assess the DDI for cord prolapse before and after the introduction of simulation-based training at a quaternary maternity unit in Australia. Method A retrospective, observational cohort study comparing the DDI before and after the introduction of simulation-based training activities. The general linear model was used to estimate the association between DDI and simulation training while adjusting for potential confounders including model of care (public or private) and time of birth (regular or after hours). Results After the introduction of simulation training, mean DDI decreased by 4.1 min (difference −4.1, 95% CI −6.2 to −1.9), after adjustment for confounding factors. Despite this, there was no difference in selected neonatal outcomes including Apgar score at 5 min and arterial cord pH. Conclusions The introduction of simulation-based training was associated with a decrease in the DDI in the setting of cord prolapse.
背景脐带脱垂是一种罕见的产科急诊,需要多学科团队快速协调以实现紧急分娩。决策交付间隔(DDI)是团队合作质量的标志。多学科团队模拟训练可用于提高临床和团队绩效。目的评估在澳大利亚一家第四产科单位引入模拟培训前后脐带脱垂的DDI。方法采用回顾性、观察性队列研究,比较引入模拟训练活动前后的DDI。一般线性模型用于估计DDI和模拟训练之间的关联,同时调整潜在的混杂因素,包括护理模式(公共或私人)和出生时间(常规或下班后)。结果引入模拟训练后,校正混杂因素后,平均DDI下降4.1 min(差异为- 4.1,95% CI为- 6.2至- 1.9)。尽管如此,包括5分钟时Apgar评分和动脉脐带ph在内的选定新生儿结局没有差异。结论:在脐带脱垂的情况下,引入基于模拟的训练与DDI的降低有关。
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引用次数: 2
Examining novice anaesthesia trainee simulation performance: a tale of two clusters 检查新手麻醉实习模拟性能:两个集群的故事
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-16 DOI: 10.1136/bmjstel-2020-000812
R. D. Daly Guris, Christina R Miller, A. Schiavi, S. Toy
Introduction Understanding performance differences between learners may provide useful context for optimising medical education. This pilot study aimed to explore a technique to contextualise performance differences through retrospective secondary analyses of two randomised controlled simulation studies. One study focused on speaking up (non-technical skill); the other focused on oxygen desaturation management (technical skill). Methods We retrospectively analysed data from two independent simulation studies conducted in 2017 and 2018. We used multivariate hierarchical cluster analysis to explore whether participants in each study formed homogenous performance clusters. We then used mixed-design analyses of variance and χ2 analyses to examine whether reported task load differences or demographic variables were associated with cluster membership. Results In both instances, a two-cluster solution emerged; one cluster represented trainees exhibiting higher performance relative to peers in the second cluster. Cluster membership was independent of experimental allocation in each of the original studies. There were no discernible demographic differences between cluster members. Performance differences between clusters persisted for at least 8 months for the non-technical skill but quickly disappeared following simulation training for the technical skill. High performers in speaking up initially reported lower task load than standard performers, a difference that disappeared over time. There was no association between performance and task load during desaturation management. Conclusion This pilot study suggests that cluster analysis can be used to objectively identify high-performing trainees for both a technical and a non-technical skill as observed in a simulated clinical setting. Non-technical skills may be more difficult to teach and retain than purely technical ones, and there may be an association between task load and initial non-technical performance. Further study is needed to understand what factors may confer inherent performance advantages, whether these advantages translate to clinical performance and how curricula can best be designed to drive targeted improvement for individual trainees.
了解学习者之间的表现差异可以为优化医学教育提供有用的背景。本初步研究旨在通过对两项随机对照模拟研究的回顾性二次分析,探索一种将表现差异置于背景下的技术。一项研究侧重于大声说话(非技术技能);另一个侧重于氧饱和度管理(技术技能)。方法回顾性分析2017年和2018年进行的两项独立模拟研究的数据。我们使用多元层次聚类分析来探讨每个研究的参与者是否形成同质的绩效聚类。然后,我们使用混合设计方差分析和χ2分析来检验报告的任务负荷差异或人口统计学变量是否与聚类隶属度相关。结果在这两种情况下,出现了双集群解决方案;一组代表受训人员相对于第二组的同行表现更高。在每个原始研究中,聚类隶属度独立于实验分配。集群成员之间没有明显的人口统计学差异。在非技术技能方面,组间的表现差异持续了至少8个月,但在技术技能的模拟训练后,这种差异很快消失了。在发言方面表现出色的人最初报告的任务负荷比表现一般的人低,这种差异随着时间的推移而消失。在去饱和管理期间,表现和任务负荷之间没有关联。本初步研究表明,聚类分析可用于客观地识别技术和非技术技能的高绩效受训人员,如在模拟临床环境中观察到的。非技术技能可能比纯技术技能更难教授和保留,并且在任务负荷和初始非技术性能之间可能存在关联。需要进一步的研究来了解哪些因素可能赋予固有的性能优势,这些优势是否转化为临床表现,以及如何最好地设计课程来推动个别受训者的有针对性的改进。
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引用次数: 1
Systematic literature search, review and dissemination methodology for the COVID-19 pandemic COVID-19大流行的系统文献检索、综述和传播方法
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-08 DOI: 10.1136/bmjstel-2020-000817
C. Reynard, D. Darbyshire, G. Prager, A. Jafar, M. Naguib, Govind Oliver, Patricia van den Berg, R. Body, Harriet Ambroziak, S. Carley
Purpose of the study SARS-CoV-2 has caused healthcare systems globally to reorganise. A pandemic paradox emerged; while clinicians were desperate for information on a new disease, they had less time to find and evaluate the vast volume of publications at times of significant strain on healthcare systems. A multidisciplinary team undertook a weekly literature search capturing all COVID-19 publications. We also monitored free open access medical education (FOAMed) sources for emerging themes. Title and abstract screening pooled the most relevant papers for emergency medicine. Three summary types were created, a ‘Top 5 Flash Update’, a journal club and a rapid response to emerging FOAMed themes. From these summaries, three modes of dissemination were used: short written summaries, blogs and podcasts. These were amplified through social media. Study design A retrospective review was conducted assessing the impact of this knowledge dissemination strategy for the period of March to September 2020. Results In total, 64 687 papers were identified and screened. Of the papers included in the ‘Top 5’, 28.3% were on epidemiology, 23.6% treatment, 16.7% diagnostics, 12% prognosis, 8.7% pathophysiology with the remaining 10.7% consisting of PPE, public health, well-being and ‘other’. We published 37 blogs, 17 podcasts and 18 Top 5 Flash Updates. The blogs were read 138 343 times, the Top 5 Flash Updates 68 610 times and the podcasts had 72 501 listens. Conclusion A combination of traditional academic and novel social media approaches can address the pandemic paradox clinicians are facing.
研究目的SARS-CoV-2已经导致全球医疗系统重组。流行病悖论出现了;虽然临床医生迫切需要一种新疾病的信息,但在医疗保健系统面临重大压力的时候,他们没有足够的时间来查找和评估大量的出版物。一个多学科小组每周进行文献检索,收集所有COVID-19出版物。我们还监测了新兴主题的免费开放医学教育(FOAMed)资源。题目和摘要筛选汇集了与急诊医学最相关的论文。我们创建了三种总结类型:“五大Flash更新”、期刊俱乐部和对新兴泡沫主题的快速响应。从这些摘要中,使用了三种传播模式:简短的书面摘要、博客和播客。这些通过社交媒体被放大了。研究设计对2020年3月至9月期间这一知识传播策略的影响进行了回顾性评估。结果共筛选论文64 687篇。在入选“前5名”的论文中,28.3%为流行病学,23.6%为治疗,16.7%为诊断,12%为预后,8.7%为病理生理学,其余10.7%为个人防护装备、公共卫生、福祉和“其他”。我们发布了37个博客,17个播客和18个排名前5的Flash更新。博客被阅读了138 343次,前5个Flash更新被阅读了68 610次,播客被收听了72 501次。传统的学术方法与新型社交媒体方法相结合,可以解决临床医生面临的大流行悖论。
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引用次数: 4
In situ simulation improves perceived self-efficacy of OR nurses and anaesthesiologists during COVID-19 pandemic 现场模拟提高了COVID-19大流行期间手术室护士和麻醉师的感知自我效能感
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-07 DOI: 10.1136/bmjstel-2020-000840
F. Lois, C. Hallet, N. Samalea Suarez, A. Ghuysen, J. Brichant
Introduction Self-efficacy is defined as people’s internal beliefs about their ability to have an impact on events that affect their lives. As part of the COVID-19 pandemic, we carried out in situ simulation for anaesthesiologists and operating room (OR) nurses. Simulation was focused on the recommendations on the use of specific personal protective equipment (PPE) as well as on airway management and intubation. We hypothesised that in situ procedural simulation should increase their perceived self-efficacy. Methods Between 16 March and 20 March 2020, 208 healthcare workers took part in in situ procedural simulation. A questionnaire was sent to participants on 21 April 2020. Six self-efficacy items related to PPE and airway manoeuvres were assessed before and after training on a Numeric Rating Scale from 0 to 10. Results Sixty-seven participants (32%) replied to the questionnaire. The before–after comparison of the six items revealed an increase in perceived self-efficacy for each of them. A before training difference was observed between nurses, board-certified anaesthetists and trainees in anaesthesia in perceived self-efficacy for putting on (6 (3–8) vs 4.5 (2.25–6) vs 2 (0–6), p=0.007) and remove PPE (8 (5–8) vs 4.5 (3.25–6) vs 4 (1–6), p=0.009). No difference in perceived self-efficacy after training was observed between nurses, board-certified anaesthetists and trainees in anaesthesia. Conclusions In situ simulation improves the perceived self-efficacy of OR nurses and anaesthesiologists on specific skills related to the care of patients with COVID-19.
自我效能感被定义为人们对自己对影响自己生活的事件产生影响的能力的内在信念。作为COVID-19大流行的一部分,我们对麻醉师和手术室护士进行了现场模拟。模拟的重点是关于使用特定个人防护装备(PPE)以及气道管理和插管的建议。我们假设现场程序性模拟可以提高他们的自我效能感。方法2020年3月16日至3月20日,208名医护人员参加现场程序模拟。2020年4月21日向参与者发送了一份调查问卷。在训练前后用数值评定量表(从0到10)评估与个人防护装备和气道操作相关的六个自我效能项目。结果有67人(32%)回复问卷。这六个项目的前后对比显示,每个项目的自我效能感都有所提高。培训前,护士、注册麻醉师和麻醉师在佩戴(6 (3-8)vs 4.5 (2.25-6) vs 2(0-6)和移除PPE (8 (5-8) vs 4.5 (3.25-6) vs 4(1-6)的自我效能感方面观察到差异,p=0.007)。培训后的自我效能感在护士、注册麻醉师和接受麻醉师培训的学员之间没有差异。结论现场模拟提高了手术室护士和麻醉师对COVID-19患者护理相关专业技能的自我效能感。
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引用次数: 4
Multiperspective simulations for implementing a change in service: stroke telethrombolysis 实现服务变化的多视角模拟:中风远程溶栓
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-04 DOI: 10.1136/bmjstel-2020-000848
C. Brown, P. Elofuke
Simulation-based training has been used in a variety of ways to demonstrate and improve process elements of patient care. One example of this is in improving door-to-needle times in hyperacute stroke care. Changes in service by one team which affect another bring difference of opinions between service providers involved and can lead to interdepartmental conflict. In this report, we use Kurt Lewin’s model for change to describe how a series of multiperspective simulation-based exercises were used in implementing a change in practice with the introduction of telethrombolysis within a large tertiary stroke referral hospital. The use of multiperspective or bidirectional simulation allowed a ‘meeting of minds’ with each service able to illustrate key themes to the other service. This was demonstrated through a series of simulation-based exercises. Following successful simulation-based exercises and subsequent interdepartmental agreement, a telethrombolysis pilot has been conducted within our centre. Ongoing audit of practice continues as this method of treatment delivery is continued. Further simulation work is planned as a national thrombectomy service is instigated.
基于模拟的培训已经以各种方式用于演示和改进患者护理的过程要素。这方面的一个例子是提高了超急性中风护理从门到针的时间。一个团队的服务变化会影响到另一个团队,从而导致服务提供者之间的意见分歧,并可能导致部门间的冲突。在本报告中,我们使用Kurt Lewin的变化模型来描述一系列基于多视角模拟的练习是如何在一家大型三级卒中转诊医院引入远程溶栓的实践中实施变化的。多视角或双向模拟的使用使每个服务能够向其他服务说明关键主题,从而实现“思想的交流”。这是通过一系列基于模拟的练习来证明的。在成功的模拟练习和随后的部门间协议之后,我们中心进行了远程溶栓试验。随着这种治疗递送方法的继续,对实践的持续审核也在继续。随着国家血栓切除术服务的开展,计划进一步开展模拟工作。
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引用次数: 0
Development and clinical implementation of a structured, simulation-based training programme in laparoscopic appendectomy: description, validation and evaluation 基于模拟的腹腔镜阑尾切除术结构化培训方案的开发和临床实施:描述、验证和评估
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-02 DOI: 10.1136/bmjstel-2020-000728
Benedicte Skjold-Odegaard, H. Ersdal, J. Assmus, B. Nedrebø, O. Sjo, K. Søreide
Background Laparoscopic appendectomy is a common procedure in general surgery but is likely underused in structured and real-life teaching. This study describes the development, validation and evaluation of implementing a structured training programme for laparoscopic appendectomy. Study design A structured curriculum and simulation-based programme for trainees and trainers was developed. All general surgery trainees and trainers were involved in laparoscopic appendectomies. All trainees and trainers underwent the structured preprocedure training programme before real-life surgery evaluation. A standardised form evaluated eight technical steps (skills) of the procedure as well as an overall assessment, and nine elements of communication (feedback), and was used for bilateral evaluation by each trainee and trainer. A consecutive, observational cohort over a 12-month period was used to gauge real-life implementation. Results During 277 eligible real-life appendectomies, structured evaluation was performed in 173 (62%) laparoscopic appendectomies, for which 165 forms were completed by 19 trainees. Construct validity was found satisfactory. Inter-rater reliability demonstrated good correlation between trainee and trainer. The trainees’ and trainers’ stepwise and overall assessments of technical skills had an overall good reliability (intraclass correlation coefficient of 0.88). The vast majority (92.2%) of the trainees either agreed or strongly agreed that the training met their expectations. Conclusion Structured training for general surgery residents can be implemented for laparoscopic appendectomy. Skills assessment by trainees and trainers indicated reliable self-assessment. Overall, the trainees were satisfied with the training, including the feedback from the trainers.
背景腹腔镜阑尾切除术是普通外科的常见手术,但在结构化和现实生活教学中可能使用不足。本研究描述了在腹腔镜阑尾切除术中实施结构化培训计划的发展、验证和评估。研究设计为受训人员和培训者制定了结构化课程和基于模拟的方案。所有的普通外科培训生和培训师都参与了腹腔镜阑尾切除术。所有受训者和培训师在实际手术评估之前都接受了结构化的术前培训计划。一份标准化表格评估了程序的八个技术步骤(技能)以及总体评估和九个沟通要素(反馈),并用于每位受训人员和培训人员的双边评估。一项为期12个月的连续观察队列研究被用来衡量现实生活中的实施情况。结果在277例符合条件的实际阑尾切除术中,对173例(62%)腹腔镜阑尾切除术进行了结构化评估,其中19名学员填写了165份表格。构念效度令人满意。评估者间信度显示受训者与培训者之间有良好的相关关系。学员和培训师对技术技能的逐步评价和总体评价总体信度较好(类内相关系数为0.88)。绝大多数(92.2%)的学员同意或强烈同意培训符合他们的期望。结论对普通外科住院医师进行腹腔镜阑尾切除术的结构化培训是可行的。学员和培训师的技能评估显示自我评价可靠。总体而言,学员对培训感到满意,包括培训师的反馈。
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引用次数: 4
Does simulation training in final year make new graduates feel more prepared for the realities of professional practice? 最后一年的模拟训练是否能让应届毕业生对现实的专业实践做好更充分的准备?
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-02 DOI: 10.1136/bmjstel-2020-000836
Ciara Carpenter, Tom Keegan, Gill Vince, L. Brewster
Introduction The transition from medical student to doctor has long been a source of concern, with widespread reporting of new graduates’ lack of preparedness for medical practice. Simulation has been suggested as a way to improve preparedness, particularly due to the difficulties in allowing full autonomy for patient care for undergraduate medical students. Few studies look at simulation alone for this purpose, and no studies have compared different simulation formats to assess their impact on preparedness. Methods This mixed-method study looked at two different simulation courses in two UK universities. Data were collected in two phases: immediately after the simulation and 3–4 months into the same students’ postgraduate training. Questionnaires provided quantitative data measuring preparedness and interviews provided a more in-depth analysis of experiential learning across final year and how this contributed to preparedness. Results There were no significant differences between the two courses for overall preparedness, stress or views on simulation, and no significant differences in opinions longitudinally. Although the study initially set out to look at simulation alone, emergent qualitative findings emphasised experiential learning as key in both clinical and simulated settings. This inter-relationship between simulation and the student assistantship prepared students for practice. Longitudinally, the emphasis on experiential learning in simulation was maintained and participants demonstrated using skills they had practised in simulation in their daily practice as doctors. Nevertheless, there was evidence that although students felt prepared, they were still scared about facing certain scenarios as foundation doctors. Discussion The results of this study suggest that simulation may positively affect students’ preparedness for practice as doctors. Simulation will never be a replacement for real clinical experience. However, when used prior to and alongside clinical experience, it may have positive effects on new doctors’ confidence and competence, and, therefore, positively impact patient care.
从医学生到医生的转变长期以来一直是一个令人担忧的问题,广泛报道新毕业生缺乏医疗实践的准备。有人建议,模拟是改进准备工作的一种方式,特别是考虑到医科本科生难以完全自主地照顾病人。很少有研究将模拟单独用于这一目的,也没有研究比较不同的模拟格式来评估它们对准备工作的影响。方法这项混合方法研究着眼于两所英国大学的两种不同的模拟课程。数据的收集分为两个阶段:模拟结束后和同一学生3-4个月的研究生培训。问卷调查提供了衡量准备情况的定量数据,访谈提供了对最后一年体验式学习的更深入分析,以及这对准备工作的贡献。结果两门课程在整体准备、压力、模拟观点上无显著差异,在纵向观点上无显著差异。虽然这项研究最初只着眼于模拟,但新兴的定性研究结果强调了体验式学习在临床和模拟环境中的关键作用。这种模拟和学生助教之间的相互关系为学生的实践做好了准备。纵向上,强调模拟中的体验式学习,参与者在他们作为医生的日常实践中展示了他们在模拟中练习的技能。然而,有证据表明,尽管学生们觉得自己做好了准备,但他们仍然害怕作为基础医生面对某些情况。本研究结果显示,模拟训练对学生实习前的准备有正面影响。模拟永远不会取代真实的临床经验。然而,当在临床经验之前和与临床经验一起使用时,它可能对新医生的信心和能力产生积极影响,因此,对患者护理产生积极影响。
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引用次数: 3
Creating an intramuscular injection pad for the SimMan 3G 为SimMan 3G制作肌肉注射垫
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-01 DOI: 10.1136/bmjstel-2021-000874
R. Sinclair, Alan Inglis
This short report outlines the rationale, design and method of production for a thigh-mounted intramuscular (IM) pad in the thigh of a SimMan 3G manikin. The aim of this project was to create an IM injection site in the manikin’s thigh to allow simulation participants to practise administering IM injections in a safe, supported environment. After creating a prototype from a plastic bottle, a module was designed to use with the SimMan 3G. A mould of SimMan’s leg was created using plaster of Paris, and then a relief was added to this mould to create the shape required to hold the sponge. Once the mould was completed, glass reinforced plastic (GRP) was applied to create the final module. Using an electric rotary tool, a hole was cut in the SimMan’s thigh to enable the module to be fitted. The final product was waterproof, lightweight and strong. It sits discretely beneath the SimMan 3G’s leg skin enabling students to practise high-fidelity IM injections on the manikin’s leg without faculty intervention. This module is a cost-effective solution for allowing participants to practise IM injections on a manikin during healthcare simulation.
这篇简短的报告概述了在SimMan 3G人体模型的大腿上安装肌肉内垫的基本原理、设计和生产方法。这个项目的目的是在人体模型的大腿上创建一个IM注射部位,让模拟参与者在一个安全的、有支持的环境中练习注射IM。在用塑料瓶制作了一个原型后,设计了一个与SimMan 3G一起使用的模块。用巴黎石膏做了一个SimMan腿的模型,然后在这个模型上加了一个浮雕,以形成容纳海绵所需的形状。一旦模具完成,玻璃增强塑料(GRP)被应用于创建最终模块。使用电动旋转工具,在SimMan的大腿上切割一个孔,使模块能够安装。最终的产品防水、轻便、坚固。它分散在SimMan 3G的腿部皮肤下面,使学生能够在没有教师干预的情况下在人体模型的腿上练习高保真的IM注射。该模块是一个具有成本效益的解决方案,允许参与者在医疗模拟期间在人体模型上练习IM注射。
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引用次数: 0
COVID-19 challenges in organising teaching at a faculty of pharmacy 2019冠状病毒病在药学院组织教学中的挑战
IF 1.1 Q2 Social Sciences Pub Date : 2021-06-01 DOI: 10.1136/bmjstel-2021-000896
O. Rahić, M. Sirbubalo, A. Tucak, J. Hadžiabdić, A. Elezovic, E. Vranić
© Author(s) (or their employer(s)) 2021. No commercial reuse. See rights and permissions. Published by BMJ. We come from Bosnia and Herzegovina, a small country in western Balkans. Our Faculty of Pharmacy at the University of Sarajevo was opened in 1973, but from then on there was no kind of online teaching. So when the COVID-19 pandemic broke out, and when the university decided to stop all kinds of ‘inclass’ teaching (12 March 2020), we were faced with something new. We work at the Department of Pharmaceutical Technology, where we teach regular courses on ‘Drug Formulation’ and ‘Industrial Pharmacy’. Students take classes in these subjects in the seventh, eighth and ninth semesters. The exercises are practical and last several hours. On 25 March 2020, classes in the lecture hall were suspended until further notice by the decision of the Senate of the University of Sarajevo, and then we realised that we must embark on the adventure of organising online classes. We carried out short research on available online teaching platforms to find basic information on the platform’s capabilities, identify their advantages and disadvantages, and check their commercial prices. We studied the following platforms for online courses: Google Meet, Adobe Connect, Zoom and BigBlueButton, and the following platforms for online examinations: Exam. net, Virtualx, Google Forms, Skillsbook, Papershala, Edbase, Kaldin and TCExam. After examining the possibilities of the available online teaching platforms, we agreed that Zoom and Google Meet provide the best results for running online courses. Adobe Connect, Blackboard Collaborate and BigBlueButton work on the same principle, but professional versions of these platforms were quite unaffordable to us. The results for the online examination platforms are summarised in table 1. Given the security and price of the platforms, we concluded that Exam. net currently meets our criteria, but that it would be necessary to use two platforms simultaneously during the examination, one of which would allow an established video connection with students during the examination (eg, a combination of Exam. net and Zoom). Students accessed the examination platform from their laptop while simultaneously established a video connection with the teacher on their mobile device. At the end of the semester, we conducted an online survey in which 60 (70.93%) of 86 students participated, and for 98.4% of the students this was their first online learning experience. Although it is assumed that current students (digital natives) have adequate information and communications technology competence, they differ in their computer and information literacy as they come from different socioeconomic backgrounds. Of the students, 21.3% had technical difficulties (ie, unstable connection). One of them said she/he has problems with misunderstanding from parents who required help with housework at the time of the lecture because she/he comes from the countryside.
©作者(或其雇主)2021。禁止商业重用。请参阅权利和权限。英国医学杂志出版。我们来自波斯尼亚和黑塞哥维那,一个西巴尔干半岛的小国。萨拉热窝大学的药学院成立于1973年,但从那时起就没有在线教学。因此,当COVID-19大流行爆发时,当大学决定停止各种“课堂”教学(2020年3月12日)时,我们面临着一些新的问题。我们在制药技术系工作,在那里我们教授“药物配方”和“工业制药”的常规课程。学生们在第七、第八和第九学期上这些课程。练习是实用的,持续几个小时。2020年3月25日,在萨拉热窝大学参议院的决定进一步通知之前,演讲厅的课程暂停,然后我们意识到我们必须开始组织在线课程的冒险。我们对现有的在线教学平台进行了简短的调查,了解平台能力的基本信息,确定其优势和劣势,并查看其商业价格。我们学习了以下的在线课程平台:Google Meet, Adobe Connect, Zoom和BigBlueButton;学习了以下的在线考试平台:net、Virtualx、Google Forms、Skillsbook、Papershala、Edbase、Kaldin和TCExam。在考察了现有在线教学平台的可能性之后,我们一致认为Zoom和Google Meet提供了运行在线课程的最佳结果。Adobe Connect、Blackboard collaboration和BigBlueButton的工作原理是一样的,但是这些平台的专业版本对我们来说是负担不起的。在线考试平台的结果总结于表1。考虑到平台的安全性和价格,我们得出结论:net目前符合我们的标准,但有必要在考试期间同时使用两个平台,其中一个平台将允许在考试期间与学生建立视频连接(例如,结合考试。net和Zoom)。学生们通过笔记本电脑访问考试平台,同时通过移动设备与老师建立视频连接。在学期结束时,我们进行了一次在线调查,86名学生中有60人(70.93%)参与了调查,其中98.4%的学生是第一次在线学习。虽然假设当前的学生(数字原住民)具有足够的信息和通信技术能力,但由于他们来自不同的社会经济背景,他们在计算机和信息素养方面存在差异。21.3%的学生有技术上的困难(即连接不稳定)。其中一名学生说,由于来自农村,她/他经常被家长误解,因为他们在上课时要求帮忙做家务。75%的学生对我们系的在线课程表示满意。三分之一的人认为在线学习理论课程更容易。以下是学生们的一些评论:
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引用次数: 1
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BMJ Simulation & Technology Enhanced Learning
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