Amy Nichelason, Elizabeth Alvarez, Kelly Schultz, Margene Anderson
{"title":"利用学生生成的案例研究对临床前兽医学生的同伴模拟进行评估","authors":"Amy Nichelason, Elizabeth Alvarez, Kelly Schultz, Margene Anderson","doi":"10.3138/jvme-2023-0002","DOIUrl":null,"url":null,"abstract":"<p><p>A novel student-driven model of peer simulations using reverse case studies was developed during the COVID-19 pandemic to provide virtual instruction to fourth-year clinical veterinary students. Focus groups suggested that, while this teaching method could not replace hands-on clinical experience, it could be a valuable tool to clinically prepare students during their pre-clinical curriculum. The primary aim of this study was to determine whether this teaching method enhanced earlier curricular student comfort with clinical reasoning, communication, and peer role play as measured by pre- and post-surveys. A secondary aim was to evaluate clinical reasoning ability using the validated Modified Lasater Clinical Judgment Rubric (MCJR). Eighteen pre-clinical veterinary students participated in a 1-week course where they designed and presented clinical cases and participated through virtual role play as <i>clients</i>, <i>clinicians</i>, and <i>observers</i>. Our results demonstrated that students' comfort in clinical reasoning and peer role play significantly improved (<i>p</i> < .001 and <i>p</i> = .003, respectively) after participating in this activity. The role perceived to be the most helpful at developing clinical reasoning and communication skills was <i>clinician</i>, followed by <i>client</i> then <i>observer</i>. Results from the MCJR found significant discrepancies between facilitator scoring and student self- and peer-assessment (<i>p</i> < .001). Common themes emerged including the benefits of engaging in self-reflection, peer-to-peer learning, experiencing case ownership and autonomy, and practicing communication and clinical reasoning skills. This teaching method provides a valuable alternative to client simulators and suggests having students create a case as a client offers a unique educational opportunity.</p>","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":" ","pages":"673-684"},"PeriodicalIF":16.4000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluation of Peer Simulations Utilizing Student-Generated Case Studies with Pre-clinical Veterinary Students.\",\"authors\":\"Amy Nichelason, Elizabeth Alvarez, Kelly Schultz, Margene Anderson\",\"doi\":\"10.3138/jvme-2023-0002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>A novel student-driven model of peer simulations using reverse case studies was developed during the COVID-19 pandemic to provide virtual instruction to fourth-year clinical veterinary students. Focus groups suggested that, while this teaching method could not replace hands-on clinical experience, it could be a valuable tool to clinically prepare students during their pre-clinical curriculum. The primary aim of this study was to determine whether this teaching method enhanced earlier curricular student comfort with clinical reasoning, communication, and peer role play as measured by pre- and post-surveys. A secondary aim was to evaluate clinical reasoning ability using the validated Modified Lasater Clinical Judgment Rubric (MCJR). Eighteen pre-clinical veterinary students participated in a 1-week course where they designed and presented clinical cases and participated through virtual role play as <i>clients</i>, <i>clinicians</i>, and <i>observers</i>. Our results demonstrated that students' comfort in clinical reasoning and peer role play significantly improved (<i>p</i> < .001 and <i>p</i> = .003, respectively) after participating in this activity. The role perceived to be the most helpful at developing clinical reasoning and communication skills was <i>clinician</i>, followed by <i>client</i> then <i>observer</i>. Results from the MCJR found significant discrepancies between facilitator scoring and student self- and peer-assessment (<i>p</i> < .001). Common themes emerged including the benefits of engaging in self-reflection, peer-to-peer learning, experiencing case ownership and autonomy, and practicing communication and clinical reasoning skills. This teaching method provides a valuable alternative to client simulators and suggests having students create a case as a client offers a unique educational opportunity.</p>\",\"PeriodicalId\":1,\"journal\":{\"name\":\"Accounts of Chemical Research\",\"volume\":\" \",\"pages\":\"673-684\"},\"PeriodicalIF\":16.4000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounts of Chemical Research\",\"FirstCategoryId\":\"97\",\"ListUrlMain\":\"https://doi.org/10.3138/jvme-2023-0002\",\"RegionNum\":1,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/8/24 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"CHEMISTRY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"97","ListUrlMain":"https://doi.org/10.3138/jvme-2023-0002","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/24 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
Evaluation of Peer Simulations Utilizing Student-Generated Case Studies with Pre-clinical Veterinary Students.
A novel student-driven model of peer simulations using reverse case studies was developed during the COVID-19 pandemic to provide virtual instruction to fourth-year clinical veterinary students. Focus groups suggested that, while this teaching method could not replace hands-on clinical experience, it could be a valuable tool to clinically prepare students during their pre-clinical curriculum. The primary aim of this study was to determine whether this teaching method enhanced earlier curricular student comfort with clinical reasoning, communication, and peer role play as measured by pre- and post-surveys. A secondary aim was to evaluate clinical reasoning ability using the validated Modified Lasater Clinical Judgment Rubric (MCJR). Eighteen pre-clinical veterinary students participated in a 1-week course where they designed and presented clinical cases and participated through virtual role play as clients, clinicians, and observers. Our results demonstrated that students' comfort in clinical reasoning and peer role play significantly improved (p < .001 and p = .003, respectively) after participating in this activity. The role perceived to be the most helpful at developing clinical reasoning and communication skills was clinician, followed by client then observer. Results from the MCJR found significant discrepancies between facilitator scoring and student self- and peer-assessment (p < .001). Common themes emerged including the benefits of engaging in self-reflection, peer-to-peer learning, experiencing case ownership and autonomy, and practicing communication and clinical reasoning skills. This teaching method provides a valuable alternative to client simulators and suggests having students create a case as a client offers a unique educational opportunity.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.