The application of scenario simulation teaching in acute ST-segment elevation myocardial infarction course for the training of "5+3" professional master
10.3760/cma.j.cn116021-20220107-01312
- VernacularTitle:急性ST段抬高型心肌梗死情景模拟教学在“5+3”专业型硕士培训中的应用
- Author:
Haoyu MENG
1
;
Qiang WANG
;
Hao WU
;
Ying SUN
;
Hailei LIU
;
Yinsu ZHU
;
Lei ZHOU
Author Information
1. 南京医科大学第一临床医学院，南京 210029
- Keywords:
Scenario simulation teaching;
ST-segment elevation myocardial infarction (STEMI);
"5+3" professional master;
Emergency training
- From:
Chinese Journal of Medical Education Research
2023;22(6):869-872
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application and effect of scenario simulation teaching in ST-segment elevation myocardial infarction (STEMI) course for emergency training of "5+3" professional master.Methods:A randomized controlled trial was conducted among 48 "5+3" professional masters who would rotate in the emergency department, to compare the test results of the total and three scenes between scenario simulation teaching group ( n=24) and traditional teaching group ( n=24). The STEMI teaching was carried out through simulating the emergency room, standardized patients and first-aid simulators in the simulation teaching group, and the traditional teaching group was taught by conventional classroom teaching. After the class, "Theoretical Examination" and "Questionnaire Survey" were used to evaluate the teaching effect. The former was further divided into "first diagnosis and differential diagnosis of chest pain", "fast identification and processing of STEMI" and "rescue of cardiac arrest" for inter-group and intra-group evaluation. SPSS 20.0 was used to conduct t-test. Results:In the theoretical examination, the scenario simulation teaching group was superior to the traditional teaching group in the test of emergency processing for STEMI course [(82.38±2.41) vs . (68.00±1.95), t=4.64, P<0.001]. In the sub-analysis of scenario simulation teaching group, students in the role-play group had significantly higher scores than others in the non-role-play group [(90.50±3.04) vs . (79.67±2.79), t=2.09, P=0.049]. Scenario simulation teaching group was also superior to traditional teaching group in the "Questionnaire Survey". Conclusion:In the training and teaching of STEMI emergency processing, scenario simulation teaching group proves to be superior to traditional teaching, which deserves further promotion.
