Successful implementation of a rater training program for medical students to evaluate simulated pediatric emergencies.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

GMS Journal for Medical Education Pub Date : 2023-06-15 eCollection Date: 2023-01-01 DOI:10.3205/zma001629

Nadine Mand, Tina Stibane, Helmut Sitter, Rolf Felix Maier, Andreas Leonhardt

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引用次数: 0

Abstract

Introduction: Simulation-based training is increasingly used in pediatrics to teach technical skills, teamwork, and team communication, and to improve potential deficiencies in pediatric emergency care. Team performance must be observed, analyzed, and evaluated by trained raters. The structured training of medical students for the assessment of simulated pediatric emergencies has not yet been investigated.

Methods: We developed a rater training program for medical students to assess guideline adherence, teamwork, and team communication in simulated pediatric emergencies. Interrater reliability was measured at each training stage using Kendall tau coefficients.

Results: In 10 out of 15 pairs of raters interrater reliability was moderate to high (tau>0.4), whereas it was low in the remaining 5 pairs of raters.

Discussion: The interrater reliability showed good agreement between medical students and expert raters at the end of the rater training program. Medical students can be successfully involved in the assessment of guideline adherence as well as teamwork and team communication in simulated pediatric emergencies.

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成功实施针对医学生的评分员培训计划，以评估模拟儿科急诊。

简介：儿科越来越多地使用模拟训练来教授技术技能、团队合作和团队沟通，并改善儿科急诊护理中可能存在的不足。团队的表现必须由训练有素的评分人员进行观察、分析和评估。目前尚未对医科学生进行模拟儿科急诊评估的结构化培训：方法：我们为医科学生制定了一项评分员培训计划，以评估模拟儿科急诊中的指南遵守情况、团队合作和团队沟通。结果：在 15 对小白鼠中，有 10 对小白鼠对指南的遵守情况进行了评估：结果：在 15 对评分者中，有 10 对评分者的互评信度为中高水平（tau>0.4），而其余 5 对评分者的互评信度较低：讨论：在评分员培训项目结束时，医学生和专家评分员之间的评分员间信度显示出良好的一致性。在模拟儿科急诊中，医学生可以成功地参与对指南遵守情况以及团队合作和团队沟通的评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

3.40

自引率

12.50%

发文量

审稿时长

25 weeks

期刊介绍： GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.