vmireavizВестник медицинского института «РЕАВИЗ». Реабилитация, Врач и ЗдоровьеBulletin of the Medical Institute "REAVIZ" (REHABILITATION, DOCTOR AND HEALTH)2226-762X2782-1579РЕАВИЗ10.20340/vmi-rvz.2023.6.EDU.1vmireaviz-868Research ArticleМедицинское образованиеMedical EducationУровень восприятия студентами-клиницистами эффективности имитационных моделей на кафедре клинической медициныPerception level among clinical officers’ students on the effectiveness of simulation models in the Department of Clinical Medicinehttps://orcid.org/0000-0003-1822-6633ВамальваБ. К.WamalwaB. K.

Г-н Бенджамин Коробой Вамальва - Департамент профессионального образования в области здравоохранения.

Улица Вебуе-Кисуму, а/я 190, Какамега, 50100

Mr Benjamin Koroboi Wamalwa - Department of Health Professions Education.

Webuye-Kisumu Road, PO Box 190, Kakamega, 50100

 

bwamalwa@kafu.ac.keУниверситет науки и технологий им. Масинде МулироКенияMasinde Muliro University of Science and TechnologyKenya202315012024136171179Copyright © Вамальва Б.К., 20242024Вамальва Б.К.Wamalwa B.K.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.reaviz.ru/jour/article/view/868Введение

Введение. Клиническое симуляционное обучение в качестве образовательного инструмента рекомендуется при подготовке клинических сотрудников. При поступлении на работу врачи должны реагировать на ряд клинических ситуаций, с которыми они, возможно, не сталкивались во время своей учебной программы.

Методология

Методология. Перекрёстное обследование было проведено в двух медицинских колледжах в округе Какамега, Кения. Такой дизайн также позволил проверить причинно-следственные связи исследуемых переменных. В исследовании использовался систематический способ сбора информации. Собранная информация описывала симуляцию в клиническом обучении, в частности, на примере медицинских колледжей в округе Какамега, Кения.

Результаты

Результаты. Результаты показывают, что 215 (71,2 %) респондентов согласились с тем, что оценка в лаборатории навыков улучшила результаты ранней канцелярии, 77 (25,5 %) – не согласились, а 10 (3,3 %) респондентов были нейтральны. Средний балл составил 3,14 при стандартном отклонении 1,14, что свидетельствует о том, что большинство респондентов согласились с тем, что оценка в лаборатории навыков улучшает результаты успеваемости и навыков студентов. Среднее значение элемента было ниже составного среднего значения, равного 3,36, что указывает на отрицательное влияние на среднее значение по сводному значению. Стандартное отклонение для элемента было выше составного стандартного отклонения, равного 0,45, что указывает на более широкий разброс в ответе для элемента, чем для переменной.

Заключение

Заключение. OSCE – это инструмент, основанный на компетенциях, широко используемый в клиническом обучении.

Introduction Clinical simulation learning as an educational tool is recommended in the clinical officers’ training. Upon entry into the workforce, clinicians are expected to respond to a range of clinical situations they may not have experienced during their program.

Methodology

Methodology. A cross-sectional survey was conducted at Two medical training colleges in Kakamega County, Kenya. This design also enabled testing of causeand-effect relationships of the variables under study. The study employed a systematic way of gathering information. The information gathered described simulation in clinical teaching, specifically a case study of medical training colleges in Kakamega County Kenya.

Results

Results. The results show that 215 (71.2%) of the respondents agreed that assessment in the skills laboratory improved the outcome of the early clerkship, 77 (25.5%) disagreed while 10 (3.3%) of the respondents were neutral. The mean score was 3.14 with a standard deviation of 1.14 which shows that most respondents were in agreement that assessment in skills laboratory improves the outcome of the performance and skills of students. The item mean was below the composite mean of 3.36 indicating a negative influence on the composite mean. The standard deviation for the item was above the composite standard deviation of 0.45 indicating a wider spread in response for the item than the variable.

Conclusion

Conclusion. OSCE is a competency-based tool widely used in clinical teaching.

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The authors declare that there are no conflicts of interest present.