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首页> 外文期刊>JMIR medical education. >Comparing Classroom Instruction to Individual Instruction as an Approach to Teach Avatar-Based Patient Monitoring With Visual Patient: Simulation Study
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Comparing Classroom Instruction to Individual Instruction as an Approach to Teach Avatar-Based Patient Monitoring With Visual Patient: Simulation Study

机译：将课堂教学与个别指导进行比较作为教导基于头像的患者监测的方法：模拟研究

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BACKGROUND:The Visual Patient is an avatar-based alternative to standard patient monitor displays, which significantly improves the perception of vital signs. Implementation in larger organizations would require the technology to be teachable in a brief class instruction to big groups of professionals. Therefore, our study aimed to investigate the efficacy of such a large-scale introduction of the Visual Patient.OBJECTIVE:In this study, we aimed to compare two different educational methods, 1 on 1 instruction and class instruction, for training anesthesia providers in avatar-based patient monitoring.METHODS:In this experimental study, we presented 42 anesthesia providers with a 30-minute instruction in a class to the Visual Patient (class instruction group). We further selected a historical sample of 16 participants from a previous study, who received an individual instruction (individual instruction group). After the instruction, participants were shown monitoring with either conventional displays or Visual Patient displays and asked to interpret vital signs. In the class instruction group, the number of correct perceptions was compared between the two technologies after seeing scenarios for either 3 or 10 seconds. Then, the teaching efficacy of the class instruction was compared with the individual instruction in the historical sample by a two-way mixed ANOVA and mixed regression.RESULTS:In the class instruction group, when presented with the 3 seconds scenarios there was a statistically significant median increase in perception of vital signs (3 vital signs) if participants were shown the Visual Patient compared to the conventional display, P .0001, effect size r= -0.55. No significant difference was found in the 10 second scenarios. There was a statistically significant interaction between the teaching intervention and display technology on perceived vital signs, P = .036, partial η2 = 0.076. The mixed logistic regression model for correct vital sign perception yielded an odds ratio (OR) of 1.88 (95% confidence interval (CI) 1.41 to 2.52, P .0001) for individual instruction compared to class instruction, as well as an OR of 3.03 (95% CI 2.50 to 3.70, P .0001) for the Visual Patient compared to conventional monitoring.CONCLUSIONS:Although individual instruction to the Visual Patient is slightly more effective, class instruction is a viable teaching method facilitating the feasibility of large-scale introduction of health care providers to the novel technology.
机译：背景：视觉患者是一种基于化身的替代品，标准患者显示器显示器，显着提高了生命体征的感知。在较大组织中的实施需要技术在简短的课堂教学中为大群专业人士进行教育。因此，我们的研究旨在调查这种大规模引入视觉患者的疗效。目的：在这项研究中，我们旨在比较两种不同的教育方法，1对1指令和课程教学，用于培训化身中的麻醉提供者基于患者监测。在这个实验研究中，我们在视觉患者（类指令组）的课堂上呈现了42个麻醉提供者，在课堂上进行了30分钟的指导。我们进一步从以前的研究中进一步选择了16名参与者的历史样本，该研究是收到个人指导（个人指令组）。在指令之后，参与者被显示使用常规显示器或视觉患者显示并要求解释生命体征。在类指令组中，在看到3或10秒的情况下，在两种技术之间比较了正确的感知数量。然后，将课程指令的教学效能与历史样本中的单个指令进行了比较，通过双向混合ANOVA和混合回归。结果：在类指令组中，当呈现3秒的情景时，存在统计学意义如果与传统显示器相比，将参与者显示视觉患者，则中位数增加了生命体征（3个生命体征）的增加，P <.0001，效果尺寸r = -0.55。在10秒的情况下没有发现任何显着差异。在感知生命体征上的教学干预和显示技术之间存在统计学上的相互作用，P = .036，部分η2= 0.076。与类指令相比，正确的生命符号感知的混合逻辑回归模型产生了1.88（或）的比例比（或）1.88（95％置信区间（CI）1.41至2.52，p <.0001），以及与类指令相比以及一个或多个3.03（95％CI 2.50至3.70，p <.0001）对于视觉患者相比传统的监测相比：尽管视觉患者的个别指令稍微有效，但课堂教学是一种可行的教学方法，促进了大的可行性 - 规模介绍了医疗保健提供者的新技术。

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