摘要
A live animal training program is offered to medical students seeking more advanced surgical education. This program requires active participation in all aspects, from planning to implementation. The program provides medical students with a valuable opportunity to develop their interest in surgical care and to acquire advanced surgical techniques through a step-by-step approach. Additionally, they have the chance to develop various types of non-technical skills by assuming different roles within a team. Instructors offer support for their learning. Peer learning allows medical students to learn from and discuss with each other, enabling them to acquire a broad range of knowledge and skills. Simultaneously, students are expected to understand the importance of a team approach by participating in this program from the perspectives of various medical professions. Moreover, the program contributes to the formation of their professional identity.
摘要
Introduction: It is important to educate undergraduates about communication errors in clinical sites, but it is difficult for clinically inexperienced students to imagine those errors. Therefore, in this study, a board game (BG) was developed and put into practice to encourage students' understanding. Methods: The BG consists of a board on which the patient's name is written and cards on which drug names are written. Students place cards on the board according to the teacher's instructions. These instructions include multiple traps based on actual incident cases. Through the game, students experienced errors. Reflection: This BG contains gamification elements that make learning contents simple and fun and simulation elements that reproduce errors with high fidelity. By combining these elements, it is possible for each aspect of the ARCS model to be provided in a well-balanced manner, even in patient safety education for clinically inexperienced students.
摘要
Introduction: Recently, Escape Rooms have been included in educational content. Method: An Escape Room style class was conducted for first-year medical students to review previously learned content and to learn how to collaborate with others. The class was 70 minutes in total, 45 minutes of that was spent playing games. These included not only puzzles and riddles but also simulation-based tasks such as BLS. Multi-ending style was also used to motivate students. Result: In addition to the difficulty of making stories and puzzles, the management of staff and organizing of the games were also challenging for the class. Discussion: There are few comprehensive studies on educational practices using escape rooms. Research is necessary to consider effective and practical training methods.