Journal of Medical Education and Curricular Development Pub Date : 2021-05-31 , DOI: 10.1177/23821205211020740 Christina Wong 1 , Lisa Purdy 2
Purpose:
Professionalism is a difficult concept to teach to healthcare professionals. Case-studies in written and video format have demonstrated to be effective teaching tools to improve a student’s knowledge, but little is known about their impact on student behaviour. The purpose of this research study was to investigate and compare the impact of the 2 teaching tools on a student’s behaviour during a simulation.
Method:
A 3-stage mixed method study was conducted with senior Medical Laboratory Science (MLS) undergraduate students. All students were randomly divided into a Written Group or Video Group to attend a mandatory professionalism workshop focused on bullying and gossip. Twenty-six students completed the voluntary assignment and 21 students participated in the voluntary group simulations. Thematic analysis was performed on the assignments and simulation. Frequencies of themes were calculated. A Group Simulation Assessment Rubric was used to score simulations and calculate an adjusted group performance average (AGPA).
Results:
The assignment demonstrates that students from both groups obtained a theoretical understanding of how to resolve gossip and bullying. From the Written Group and Video Group, 70%/18% of students discouraged/resolved gossiping and 80%/63% prevented bullying. The mean AGPA for the Written Group and Video Group was 5.4 and 4.9 respectively (t(5) = 1.5, P = .2).
Discussion:
Students can successfully apply knowledge they have gained in written and video case-studies focused on the professionalism topics of bullying and gossip to a hypothetical situation. However, a discrepancy in their actions was found during the simulations. The data from the study suggests that written and video case-studies do not have different impacts on a student’s behaviour.
中文翻译:
教学专业精神:比较书面和视频案例研究
目的:
专业精神是一个难以教授医疗保健专业人员的概念。书面和视频形式的案例研究已证明是提高学生知识的有效教学工具,但人们对其对学生行为的影响知之甚少。本研究的目的是调查和比较两种教学工具在模拟过程中对学生行为的影响。
方法:
对高级医学实验室科学 (MLS) 本科生进行了 3 阶段混合方法研究。所有学生被随机分成书面组或视频组,参加以欺凌和八卦为重点的强制性专业研讨会。26 名学生完成了志愿任务,21 名学生参加了志愿小组模拟。对作业和模拟进行了专题分析。计算主题的频率。小组模拟评估标准用于对模拟进行评分并计算调整后的小组绩效平均值 (AGPA)。
结果:
该作业表明,两组学生都对如何解决流言蜚语和欺凌行为有了理论上的理解。在书面组和视频组中,70%/18% 的学生不鼓励/解决八卦,80%/63% 的学生防止欺凌。书面组和视频组的平均 AGPA 分别为 5.4 和 4.9 ( t (5) = 1.5, P = .2)。
讨论:
学生可以成功地将他们在书面和视频案例研究中获得的知识应用到假设情况中,这些案例研究专注于欺凌和八卦的专业主题。然而,在模拟过程中发现他们的行为存在差异。该研究的数据表明,书面和视频案例研究对学生的行为没有不同的影响。