A study on the impact of scenario simulation teaching based on Eilks model on critical thinking, clinical decision-making, and communication and collaboration abilities of residents in the department of stomatology
10.3760/cma.j.cn116021-20240918-02113
- VernacularTitle:基于Eilks模式的情景模拟教学对口腔科住院医师批判性思维、临床决策及沟通协作能力的影响研究
- Author:
Qianqian YAO
1
;
Xue HE
;
Sichuang TAN
;
Hongbo ZHOU
;
Hengxing LIANG
Author Information
1. 中南大学湘雅二医院口腔科，长沙 410011
- Publication Type:Journal Article
- Keywords:
Eilks model;
Scenario simulation;
Department of stomatology;
Standardized residency training
- From:
Chinese Journal of Medical Education Research
2025;24(9):1259-1265
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the intervention effectiveness of scenario simulation teaching based on the Eilks model on the social context integration ability, critical thinking, and humanistic care of resident physicians in the department of stomatology.Methods:A total of 94 resident physicians in the department of stomatology were included in the study, with 53 in the experimental group and 41 in the control group. The control group received traditional teaching, while the experimental group received scenario simulation teaching based on the Eilks model. Through the five-link design of "text analysis, scientific background, social context, viewpoint debate, and meta reflection", the integration of social science issues (such as ethical conflicts and economic costs) and clinical decision-making was strengthened. Trainees were evaluated for clinical decision-making ability, clinical reflection ability, and doctor-patient communication ability. The data were subjected to t-test and chi-square test using SPSS 24.0. Results:In terms of clinical decision-making ability, the experimental group outperformed the control group in ethical cost balance [(7.85±1.08) vs. (6.12±1.73), t=5.68, P<0.001], multidisciplinary collaboration [(8.25±0.73) vs. (5.83±0.82), t=6.01, P<0.001)], and complication planning [(7.98±1.02) vs. (5.34±1.42), t=6.79, P<0.001]. In terms of clinical reflection ability, the experimental group scored higher in depth of cost-benefit analysis, intensity of evidence-based reflection, and cognitive upgrading (all P<0.001). In terms of doctor-patient communication skills, the experimental group demonstrated superior performance compared to the control group in information collection [(10.25±1.28) vs. (7.53±1.33)] and emotional support [(10.97±1.18) vs. (6.53±1.23)]. Conclusions:Based on the Eilks model, scenario simulation teaching effectively enhances the ability of residents in the department of stomatology to integrate social factors, optimize ethical decision-making, and perform empathetic communication through social conflict simulation (such as three-way role debate) and dual path critical thinking training. In the future, further optimization is needed in terms of personalized expression and the timeliness of basic training.
