新型冠状病毒肺炎疫情下麻醉演示视频片段网络会议式远程模拟初探

Taiki Kojima, Yuta Kawatsu
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摘要

目的:2019冠状病毒病(COVID-19)的爆发剥夺了卫生工作者基于模拟的医学教育。受新冠肺炎疫情影响,严禁学员在模拟训练场地聚集。为了解决这个问题,我们开发了一个使用演示视频剪辑的网络会议式远程模拟程序。本报告介绍了该方法并描述了参与者的满意度。方法:本初步调查研究对多所院校的学习者满意度进行评估。采用5度高保真临床模拟满意度量表(SSHF)评估参与者的满意度。这项调查是在模拟会议结束后立即进行的。结果:来自9个机构的10名(100%)参与者(7名麻醉个体,2名麻醉住院医师和1名麻醉护士)参与了调查。满意度得分中位数均≥4.0,而环境保真度和心理不安全感得分中位数分别为3.5和3.0 (P=0.005)。结论:采用网络会议形式的视频演示远程模拟是开展新型冠状病毒肺炎疫情下模拟医学教育的一种可行方法,且满意度较高。此外,还需要进一步的研究来探讨掌握学习的内部效度和外部效度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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A Feasible Web-Conference-Style Remote Simulation using Demonstration Video Clips in Anaesthesia under the COVID-19 Outbreaks: A Preliminary Survey Study.

Objective: The Coronavirus disease-2019 (COVID-19) outbreak has deprived simulation-based medical education for health care workers. Attendees are strictly prohibited to converge at a simulation training venue because of the COVID-19 outbreaks. To address this issue, we developed a web-conference-style remote simulation program using demonstration video clips. This report introduced the method and described participants' satisfaction.

Methods: This preliminary survey study evaluated learners' satisfaction in multiple institutions. The Satisfaction Scale Questionnaire with High-Fidelity Clinical Simulation (SSHF) by a 5-degree scale was used to evaluate participants' satisfaction. The survey was conducted immediately after completing the simulation sessions.

Results: Ten (100%) participants (7 anaesthesia individuals, 2 anaesthesia residents and 1 nurse anaesthetist) from nine institutions responded to the survey. All median values of the satisfaction scores were ≥4.0, whereas the median values of scores for environmental fidelity and psychological insecurity were 3.5 and 3.0, respectively (P=0.005).

Conclusion: A web-conference-style remote simulation using demonstration video clips is a feasible method for conducting simulation-based medical education under COVID-19 that showed high satisfaction scores. Further, additional studies are required to explore the internal and external validity and the effectiveness of mastery learning.

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