医学情境模拟教学中模拟参与者的角色效能与技巧运用

姚文龙; 李立; 肖静; 周志强; 祝畅; 万里

doi:10.3760/cma.j.cn116021-20240611-02048

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医学情境模拟教学中模拟参与者的角色效能与技巧运用

教育研究 | 更新时间：2025-07-01

- 医学情境模拟教学中模拟参与者的角色效能与技巧运用
- Role effectiveness and skill application of simulated participants in medical scenario simulation- based teaching
- 中华医学教育探索杂志 2025年24卷第6期页码：771-776
- 作者机构：
  
  1.华中科技大学同济医学院附属同济医院麻醉与疼痛科教研室/老年麻醉与围术期脑健康湖北省重点实验室/武汉市老年麻醉临床医学研究中心，武汉 430030
  2.湖北中医药大学基础医学院生理学教研室，武汉 430065
- 作者简介：
  
  万里，Email：wanli0604@163.com
- 基金信息：
  
  华中科技大学教学研究项目(2020ZEKZ018);华中科技大学教师教学发展中心项目(2021JSJCPX002)
- DOI：10.3760/cma.j.cn116021-20240611-02048
  中图分类号： R-05
- 收稿日期：2024-06-11，
  
  纸质出版日期：2025-06-20
- 稿件说明：
移动端阅览
姚文龙, 李立, 肖静, 等. 医学情境模拟教学中模拟参与者的角色效能与技巧运用[J]. 中华医学教育探索杂志, 2025, 24(6): 771-776.

Yao Wenlong, Li Li, Xiao Jing, et al. Role effectiveness and skill application of simulated participants in medical scenario simulation- based teaching[J]. Chinese journal of medical education research, 2025, 24(6): 771-776.
姚文龙, 李立, 肖静, 等. 医学情境模拟教学中模拟参与者的角色效能与技巧运用[J]. 中华医学教育探索杂志, 2025, 24(6): 771-776. DOI： 10.3760/cma.j.cn116021-20240611-02048.

Yao Wenlong, Li Li, Xiao Jing, et al. Role effectiveness and skill application of simulated participants in medical scenario simulation- based teaching[J]. Chinese journal of medical education research, 2025, 24(6): 771-776. DOI： 10.3760/cma.j.cn116021-20240611-02048.

摘要

目的

本研究探讨模拟参与者在医学情境模拟课程案例运行中的作用，为医学情境模拟课程的规范化建设提供参考。

方法

现场观摩2022至2023学年开展的30场关于围术期危机事件的情境模拟教学，观察记录模拟参与者在案例运行中的表现及其推动案例运行的技巧使用情况，课程结束后关于案例运行情况对学员、模拟参与者、导师进行调查分析。

结果

在30场关于围术期危机事件的情境模拟案例运行中，模拟参与者所扮演的角色包括手术医生、麻醉护士、巡回护士、标准化病人等，有2名模拟参与者的案例占80.00%，有3名的占20.00%。模拟参与者在帮助学员快速融入场景、控制案例运行方向方面表现优异，优良率为90.00%~100.00%，但在推动案例运行进度、应对场上发生的意外情况方面存在一定的差异，优良率为50.00%~60.00%。模拟参与者可通过暗示、提示和指示等技巧来推动案例的顺利运行，案例运行的流畅度与模拟参与者技巧的运用密切相关，技巧掌握娴熟的模拟参与者能显著提高教学效果。课后调查学员普遍认为模拟参与者在案例运行中起到了积极作用，模拟参与者和导师均认为在模拟教学前需加强沟通。

结论

模拟参与者对于引导学员、推动案例运行、顺利实现教学目标具有重要作用，导师不仅在教案编写环节需考虑模拟参与者的脚本设计，而且在教学实施环节应重视对模拟参与者的培训与交流。

Abstract

Objective

To investigate the roles of simulated participants in the facilitation of medical scenarios simulation-based course and to provide a reference for the standardized construction of medical scenarios simulation-based course.

Methods

Thirty scenario simulation-based teaching sessions on perioperative crisis events conducted during the 2022-2023 academic year were observed on-site. The performance of simulated participants in facilitating case execution and the skills used in facilitation were observed and recorded. At the end of the course

surveys regarding facilitation were administered to students

simulated participants

and instructors for analysis.

Results

In the facilitation of 30 scenario simulation-based teaching sessions on perioperative crisis events

the roles of simulated participants included surgeon

anesthesia nurse

circuit nurse

and standardized patient. Two simulated participants accounted for 80.00% and three participants for 20.00% of the total sessions. The simulated participants performed excellently in helping the learners quickly integrate into the scenario and controlling the direction of the case

with an excellence rate of 90.00%-100.00%. However

they had some variations in driving the progress of the case and responding to unexpected situations

with an excellence rate of 50.00%-60.00%. The facilitation skills used by simulated participants included hinting

prompting

and instructing. The performance of facilitation was closely related to the use of skills by the simulated participants. Simulated participants with proficient skill usage significantly enhanced teaching effectiveness. Post-session surveys revealed that learners generally perceived simulated participants as having a positive impact on facilitation

and both simulated participants and instructors emphasized the need for strengthened communication prior to simulation-based teaching.

Conclusions

The simulated participants played important roles in guiding learners

advancing case progression

and achieving teaching objectives. Instructors should not only consider the scripting of simulated participants during lesson planning but also prioritize their training and communication during course implementation.

关键词

Keywords

references

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