移动远程模拟单元对农村和远程从业人员进行高灵敏度低发生率手术培训的评估卡塔尔世界杯8强波胆分析试点随机对照试验%A Jewer,Jennifer %A Parsons,Michael H %A Dunne,Cody %A Smith,Andrew %A Dubrowski,Adam %+纪念大学商学院，300 Prince Phillip Drive, St John, NL, A1B 3X5, Canada, 1709 864 3094，jenniferj@mun.ca %K医学教育%K分布式医学教育%K模拟培训%K急诊医学%K农村卫生%K远程促进%K评估%K胸管%D 2019 %7 6.8.2019 %9背景:在农村和偏远地区提供急性医疗护理对从业人员提出了独特的挑战。因此，对培训提供者采取量身定制的办法将证明是有益的。虽然基于模拟的医学教育(SBME)已被证明是有效的，但在农村和偏远地区，获得这种培训可能很困难，而且费用高昂。目的:本研究的目的是评估远程提供的急性护理程序模拟培训的教育效果，使用配备现成和低成本电信设备的便携式独立单元(移动远程模拟单元，MTU)，而不是传统的面对面方法。采用Kirkpatrick的学习评价模型和Miller的临床评价框架相结合的概念框架。方法:采用书面程序性技能测验，在教学前、教学后立即和1周后3个时间点评估米勒的学习水平。为了评估程序表现(显示如何)，参与者在实践监督培训之前和之后进行胸管插入的视频记录。采用盲法评估者采用改进的客观结构化技术技能评估表(OSATS)和手术表现全球评定量表(GRS)来评估参与者的表现。 Kirkpatrick’s reaction was measured through subject completion of a survey on satisfaction with the learning experiences and an evaluation of training. Results: A total of 69 medical students participated in the study. Students were randomly assigned to 1 of the following 3 groups: comparison (25/69, 36%), intervention (23/69, 33%), or control (21/69, 31%). For knows, as expected, no significant differences were found between the groups on written knowledge (posttest, P=.13). For shows how, no significant differences were found between the comparison and intervention groups on the procedural skills learning outcomes immediately after the training (OSATS checklist and GRS, P=1.00). However, significant differences were found for the control versus comparison groups (OSATS checklist, P<.001; GRS, P=.02) and the control versus intervention groups (OSATS checklist, P<.001; GRS, P=.01) on the pre- and postprocedural performance. For reaction, there were no statistically significant differences between the intervention and comparison groups on the satisfaction with learning items (P=.65 and P=.79) or the evaluation of the training (P=.79, P=.45, and P=.31). Conclusions: Our results demonstrate that simulation-based training delivered remotely, applying our MTU concept, can be an effective way to teach procedural skills. Participants trained remotely in the MTU had comparable learning outcomes (shows how) to those trained face-to-face. Both groups received statistically significant higher procedural performance scores than those in the control group. Participants in both instruction groups were equally satisfied with their learning and training (reaction). We believe that mobile telesimulation could be an effective way of providing expert mentorship and overcoming a number of barriers to delivering SBME in rural and remote locations. %R 10.2196/14587 %U //www.mybigtv.com/2019/8/e14587/ %U https://doi.org/10.2196/14587