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首页> 外文学位 >Formative Research on an Instructional Design Theory for Virtual Patients in Clinical Education: A Pressure Ulcer Prevention Clinical Reasoning Case.
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Formative Research on an Instructional Design Theory for Virtual Patients in Clinical Education: A Pressure Ulcer Prevention Clinical Reasoning Case.

机译：针对虚拟患者的临床教学设计理论的形成性研究：预防压疮临床推理案例。

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摘要

Despite advances in health care over the past decades, medical errors and omissions remain significant threats to patient safety and health. A large number of these mistakes are made by trainees, persons who are just beginning to build the case-based experiences that will transform them from novices to expert practitioners. Clinicians use both intuitive and deductive problem-solving skills in caring for patients and they acquire expertise in applying these skills through interaction with many and varied cases.;The contemporary heath care environment, with decreased lengths of stay for patients and reduced duty hours for trainees, makes getting optimal patient exposure difficult. Virtual patients (VPs), online, interactive patient cases, may help close the case exposure gap. Evidence has shown that VPs improve clinical reasoning skills, but no formal instructional design theory of VPs has been advanced. The goal was to conduct formative research to develop an instructional design theory of VPs to help novice clinicians cultivate clinical reasoning and diagnostic skills. The instructional design theory, goal-based scenarios (GBS), grounded in the learning theory, Case-based Reasoning, provided methods that promised to be appropriate to the goal.;An existing, two-module, multimedia VP, Matt Lane, A Pressure Ulcer Prevention Virtual Patient, was tested with 10 medical trainees to determine which methods of GBS it incorporated and which of its methods were not part of GBS. Leaners' experience of what worked and didn't work to promote learning in the VP was analyzed. The VP was found to incorporate all GBS methods and one significant method, the Life Model, that was not part of GBS. The Life Model Method involved replicating, with a high degree of fidelity, the experiences of a real patient in creating the VP scenario.;Recommendations for customization of GBS for VPs included more explicit advertisement of learning goals and leverage of Internet search engines to provide just-in-time resources to support problem-solving. Incorporation of the Life Model was also recommended along with the Simplifying Conditions Method from Elaboration Theory to manage the complexity inherent in the Life Model. The resultant, enhanced GBS theory may be particularly relevant in teaching patient-centered care.
机译：尽管过去几十年来医疗保健取得了进步，但医疗错误和遗漏仍然是对患者安全和健康的重大威胁。这些错误中有很多是由受训者犯的，这些人刚刚开始建立基于案例的经验，这些经验会将他们从新手转变为专家。临床医生使用直觉和演绎性的解决问题的技能来照料患者，并且他们通过与许多不同病例的互动而获得了运用这些技能的专业知识。现代的保健环境，缩短了患者的住院时间，缩短了受训人员的工作时间，很难获得最佳的患者暴露。虚拟患者（VP），在线互动患者案例可能有助于缩小案例暴露差距。有证据表明，副总裁提高了临床推理能力，但尚未提出正式的副总裁教学设计理论。目的是进行形成性研究，开发VP​​的教学设计理论，以帮助新手临床医生培养临床推理和诊断技能。教学设计理论，基于目标的场景（GBS），基于学习理论，基于案例的推理，提供了可能适合该目标的方法。；现有的两模块多媒体副总裁，Matt Lane，A压力溃疡预防虚拟患者接受了10位医学培训人员的测试，以确定其合并了哪些GBS方法以及哪些方法不属于GBS。分析了精益人员在VP中促进学习的有效方法和无效方法的经验。发现VP包含了所有GBS方法和一种重要方法，即寿命模型，而该方法不是GBS的一部分。生命模型方法涉及高度真实地复制真实患者在创建VP方案中的经验。针对VP定制GBS的建议包括更明确地宣传学习目标，并利用互联网搜索引擎提供公正的目标及时的资源来支持解决问题。还建议将生命模型与精细化理论的简化条件方法结合使用，以管理生命模型固有的复杂性。由此产生的，增强的GBS理论在教授以患者为中心的护理方面可能特别重要。

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  • 作者

    Schladen, Manon Maitland.;

  • 作者单位

    Nova Southeastern University.;

  • 授予单位 Nova Southeastern University.;
  • 学科 Educational technology.;Instructional design.;Medicine.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 349 p.
  • 总页数 349
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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