从实施到修订模拟整合到本科物理治疗训练

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES African Journal of Health Professions Education Pub Date : 2022-10-20 DOI:10.7196/ajhpe.2022.v14i3.1530
A. van der Merwe, R. Y. Barnes, M. Labuschagne
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引用次数: 0

摘要

背景在实施、评估和修订模拟整合时,南非教育工作者需要仔细考虑准备日益不足的高等教育学生群体、模拟在南非医疗保健教育中的有限使用以及不断变化的医疗保健教育环境。目标。为SA本科生物理治疗课程中模拟的集成开发一个概念框架。方法。采用非实验性描述性研究设计。根据确定模拟集成框架要素的系统审查结果,对来自南非和国外的15名医疗保健教育家进行了有针对性的抽样调查,以参与一项修改后的德尔菲调查。数据按百分比进行分析,并在每一轮之后向小组成员提供反馈。后果第3轮后数据饱和,应答率为73.3%(n=11)。主要研究结果表明,学生在基于模拟的学习体验(SBLE)之前的准备工作应包括对SBLE后勤和期望的介绍(73%),并可能包括对理论的非正式评估(64%)。将反馈/汇报过程(82%)、方法(100%)和时间安排(85%)作为学生和教育工作者准备的一部分也被认为是至关重要的。小组成员一致认为,根据利益相关者的反馈(92%)对计划进行评估,对于指导整合模拟的计划调整至关重要。结论所制定的概念框架表明了学生和教育工作者准备的必要性,以确保SBLE的最佳参与和成果。应根据利益攸关方的反馈、最佳做法和认证专业机构的指导方针,通过方案评估和调整,确保方案的可持续性。
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From implementation to revising simulation integration into undergraduate physiotherapy training
Background. Careful consideration of an increasingly underprepared tertiary student population, the limited use of simulation in South African (SA) healthcare education and a changing healthcare education milieu is required from SA educators when implementing, evaluating and revising simulation integration.Objectives. To develop a conceptual framework for the integration of simulation in the SA undergraduate physiotherapy programme.Methods. A non-experimental descriptive research design was used. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate in a modified Delphi survey, informed by the results obtained from a systematic review identifying simulation integration framework elements. Data were analysed as percentages, with feedback provided to panel members following each round.Results. Data saturation was achieved after round 3, with a response rate of 73.3% (n=11). The main findings suggested that student preparation prior to simulation-based learning experiences (SBLEs) should include orientation to SBLE logistics and expectations (73%), and could include informal assessment of theory (64%). Inclusion of the feedback/debriefing process (82%), methods (100%) and timing (85%) as part of student and educator preparation were also deemed essential. Panel members agreed that programme evaluation in line with stakeholder feedback (92%) is vital for guiding adjustments to the programme that is integrating simulation.Conclusion. The developed conceptual framework indicates the necessity of student and educator preparation to ensure optimal SBLE participation and outcome achievement. Programme sustainability should be ensured through programme evaluation and adjustment, in line with stakeholder feedback, best practice and accrediting professional body guidelines.
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
自引率
0.00%
发文量
18
审稿时长
24 weeks
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