纳洛酮共同处方与阿片类药物过量的预防:对一项新教育计划的准实验性元认知评估。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES JMIR Medical Education Pub Date : 2024-10-28 DOI:10.2196/54280
Michael Enich, Cory Morton, Richard Jermyn
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引用次数: 0

摘要

背景:对纳洛酮处方学术细化项目的批判性评价是积极的,但很少有研究关注参与者在学术细化过程中的思维变化:本研究的双重目的是:(1) 对纳洛酮复方制剂学术细化干预进行元认知评估;(2) 描述元认知评估在未来医学教育干预中的应用:方法:我们对一项基于网络、自定进度的干预措施进行了前后期知识评估,旨在增加纳洛酮共同处方的临床和组织最佳实践知识。为评估元认知,设计了置信度加权真假计分项目。计算了多个元认知分数:3 个内容知识得分和 5 个信心加权真假得分。统计分析检验了干预前后的得分是否存在显著差异。对整体内容知识的分析表明,干预后的成绩有明显提高:结果:受试者信心判断的绝对准确性、对正确概率的信心和对错误概率的信心都有明显的正增长(所有 P 值均为结论):结论:元认知评估可用于评估学习者在学术细节干预过程中的细微差别,也可作为强化学习和指导课程设计的反馈机制。
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Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative.

Background: Critical evaluation of naloxone coprescription academic detailing programs has been positive, but little research has focused on how participant thinking changes during academic detailing.

Objective: The dual purposes of this study were to (1) present a metacognitive evaluation of a naloxone coprescription academic detailing intervention and (2) describe the application of a metacognitive evaluation for future medical education interventions.

Methods: Data were obtained from a pre-post knowledge assessment of a web-based, self-paced intervention designed to increase knowledge of clinical and organizational best practices for the coprescription of naloxone. To assess metacognition, items were designed with confidence-weighted true-false scoring. Multiple metacognitive scores were calculated: 3 content knowledge scores and 5 confidence-weighted true-false scores. Statistical analysis examined whether there were significant differences in scores before and after intervention. Analysis of overall content knowledge showed significant improvement at posttest.

Results: There was a significant positive increase in absolute accuracy of participant confidence judgments, confidence in correct probability, and confidence in incorrect probability (all P values were <.05). Overall, results suggest an improvement in content knowledge scores after intervention and, metacognitively, suggest that individuals were more confident in their answer choices, regardless of correctness.

Conclusions: Implications include the potential application of metacognitive evaluations to assess nuances in learner performance during academic detailing interventions and as a feedback mechanism to reinforce learning and guide curricular design.

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来源期刊
JMIR Medical Education
JMIR Medical Education Social Sciences-Education
CiteScore
6.90
自引率
5.60%
发文量
54
审稿时长
8 weeks
期刊最新文献
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