PDF(Pubmed)
Abstract：
UNASSIGNED: Education and training delivered within ambulance services is vital to clinicians maintaining competence, confidence and currency. Simulation and debrief in medical education aims to imitate clinical experience and provide real-time feedback. The South Western Ambulance Service NHS Foundation Trust employs senior doctors in their learning and development (L&D) team to support the development of \'train the trainer\' courses for L&D officers (LDOs). This short report of a quality improvement initiative describes the implementation and evaluation of a simulation-debrief model of paramedic education.
UNASSIGNED: A quality improvement design was adopted. The train the trainer scenarios for simulation-debrief were designed and written following the trust\'s training needs analysis by the L&D team. The course ran for two days, and each scenario was facilitated by faculty experienced in simulation (both doctors and paramedics). Low-fidelity mannequins and standard ambulance training kit was used (including response bags, training monitor and defibrillator). Participants\' pre- and post-scenario self-reported confidence scores were recorded, and qualitative feedback requested. Numerical data were analysed, and collated into graphs using Excel. Thematic analysis of comments was used to present qualitative themes. The SQUIRE 2.0 checklist for reporting quality improvement initiatives was used to frame this short report.
UNASSIGNED: Forty-eight LDOs attended across three courses. All participants reported improved confidence scores in the clinical topic covered after each simulation-debrief scenario, with a minority reporting equivocal scores. Formal qualitative feedback from participants indicated an overwhelmingly positive response to the introduction of simulation-debrief as an education method, and a move away from summative, assessment-based training. The positive value of a multidisciplinary faculty was also reported.
UNASSIGNED: The simulation-debrief model of paramedic education represents a move away from the use of didactic teaching and \'tick box\'-style assessments in previous train the trainer courses. The introduction of simulation-debrief teaching methodology has had a positive impact on paramedics\' confidence in the selected clinical topics, and is seen by LDOs as an effective and valuable education method.
UNASSIGNED: A quality improvement design was adopted. The train the trainer scenarios for simulation-debrief were designed and written following the trust\'s training needs analysis by the L&D team. The course ran for two days, and each scenario was facilitated by faculty experienced in simulation (both doctors and paramedics). Low-fidelity mannequins and standard ambulance training kit was used (including response bags, training monitor and defibrillator). Participants\' pre- and post-scenario self-reported confidence scores were recorded, and qualitative feedback requested. Numerical data were analysed, and collated into graphs using Excel. Thematic analysis of comments was used to present qualitative themes. The SQUIRE 2.0 checklist for reporting quality improvement initiatives was used to frame this short report.
UNASSIGNED: Forty-eight LDOs attended across three courses. All participants reported improved confidence scores in the clinical topic covered after each simulation-debrief scenario, with a minority reporting equivocal scores. Formal qualitative feedback from participants indicated an overwhelmingly positive response to the introduction of simulation-debrief as an education method, and a move away from summative, assessment-based training. The positive value of a multidisciplinary faculty was also reported.
UNASSIGNED: The simulation-debrief model of paramedic education represents a move away from the use of didactic teaching and \'tick box\'-style assessments in previous train the trainer courses. The introduction of simulation-debrief teaching methodology has had a positive impact on paramedics\' confidence in the selected clinical topics, and is seen by LDOs as an effective and valuable education method.
摘要：
UNASSIGNED：在救护车服务中提供的教育和培训对于临床医生保持能力至关重要，信心和货币。医学教育中的模拟和汇报旨在模仿临床经验并提供实时反馈。西南救护车服务NHS基金会信托基金在其学习和发展（L＆D）团队中雇用高级医生，以支持为L＆D官员（LDO）开发“培训培训师”课程。质量改进计划的简短报告描述了护理人员教育模拟汇报模型的实施和评估。
UNASSIGNED：采用了质量改进设计。根据L＆D团队的信任培训需求分析，设计并编写了用于模拟汇报的培训培训方案。课程进行了两天，每个场景都是由经验丰富的模拟教师（医生和护理人员）促成的。使用了低保真度人体模型和标准救护车训练套件(包括反应袋，训练监视器和除颤器)。记录参与者的情景前和情景后自我报告的信心得分，和定性反馈要求。对数值数据进行了分析，并使用Excel整理成图表。对评论的专题分析用于提出定性主题。用于报告质量改进计划的SQUIRE2.0清单用于构建此简短报告。
未经评估：48个LDO参加了三个课程。所有参与者都报告了在每个模拟汇报方案后覆盖的临床主题的置信度得分提高。少数人报告的分数模棱两可。参与者的正式定性反馈表明，对引入模拟汇报作为一种教育方法的反应非常积极。远离总结，基于评估的培训。还报告了多学科教师的积极价值。
UNASSIGNED：护理人员教育的模拟汇报模型代表了在以前的培训培训师课程中不再使用教学教学和“复选框”式评估。模拟汇报教学方法的引入对护理人员对所选临床主题的信心产生了积极影响，并被LDO视为一种有效且有价值的教育方法。
UNASSIGNED：采用了质量改进设计。根据L＆D团队的信任培训需求分析，设计并编写了用于模拟汇报的培训培训方案。课程进行了两天，每个场景都是由经验丰富的模拟教师（医生和护理人员）促成的。使用了低保真度人体模型和标准救护车训练套件(包括反应袋，训练监视器和除颤器)。记录参与者的情景前和情景后自我报告的信心得分，和定性反馈要求。对数值数据进行了分析，并使用Excel整理成图表。对评论的专题分析用于提出定性主题。用于报告质量改进计划的SQUIRE2.0清单用于构建此简短报告。
未经评估：48个LDO参加了三个课程。所有参与者都报告了在每个模拟汇报方案后覆盖的临床主题的置信度得分提高。少数人报告的分数模棱两可。参与者的正式定性反馈表明，对引入模拟汇报作为一种教育方法的反应非常积极。远离总结，基于评估的培训。还报告了多学科教师的积极价值。
UNASSIGNED：护理人员教育的模拟汇报模型代表了在以前的培训培训师课程中不再使用教学教学和“复选框”式评估。模拟汇报教学方法的引入对护理人员对所选临床主题的信心产生了积极影响，并被LDO视为一种有效且有价值的教育方法。
