2021-08-012024-09-30https://scholars.lib.ntu.edu.tw/handle/123456789/721631背景: 情境模擬教學可有效地運用於急救訓練，情境模擬後的反饋是重要的。本研究想探討誰適合來做反饋?老師反饋與學生自行反饋對於學習結果是否有差異? 方法:每組學生，星期一先進行課程介紹，星期三進行模擬訓練(含擬真場景與儀器介紹、第一輪模擬訓練、第一次老師或學生反饋、第二輪模擬訓練、總結與技術加強面)。之後隔周五進行知識面與自我效能,動機學習策略問卷之延宕測試。使用評估表，知識面、自我效能、動機學習策略問卷(分別為前測、後測、延宕測)、實作技巧檢核表、擬真訓練經驗量表與課程滿意度。 教學研究成果:共139個學生參與，其中男生77%、女生23%。接受教師反饋組60人、學生反饋組79人。滿意度依李克特量表(Likert Scale)，在教師反饋與學生反饋組分別為4.66±0.45與4.62±0.47，兩者無統計差異。各項問卷，除考試壓力外皆是後測高於延宕或前測。在實作自我效能中老師反饋組後測與延宕測間達顯著差別(p=0.000)而學生反饋組則後測與延宕測間未達顯著差別(p=0.053)。在知識面老師反饋組延宕測與前測間未達顯著差別(p=0.341)、而學生反饋組則延宕測與前測間未達顯著差別 (p=0.005)。 結論: 擬真學習之課程之介入可以顯著提升學生的學習動機、實作自我效能與知識。學生自我反饋其知識面與實作自我效能延宕留存度較佳。Background: Simulation is effective in resuscitation training. Debriefing after simulation training is important. However, who suitable for leading the debriefing process is unknown. Through this study, we try to explore the differences of learning outcomes between teacher-leading and students-leading debriefing. Methods: On Monday, 3-4 students in each small group were introduced the conduct of whole picture of course. Two days later, we performed the simulation, including briefing, first one-by-one simulation, first debriefing (teacher or students leading), second one-by-one simulation, and final discussion. The students received knowledge and self-efficacy and confidence retention tests on next Friday. The evaluation forms or questionnaires included knowledge multiple question test, self-efficacy and confidence (pre, post- and retention tests), skill checklist, experience and satisfaction. Results: All 139 students participated this project, including male 77% and female 23%. Teacher-leading debriefing group were 60 students and students-leading debriefing group were 79 students. Satisfaction questionnaires in Likert Scale among teacher-leading group and student-leading group were 4.66 ± 0.45 and 4.62 ± 0.47, respectively, without statistical difference. All items except the test pressure among questionnaires were post-test in highest score and declined in retention tests. In self-efficacy of performance, we found that the decline from post-test to retention-test was significant in teacher-leading group (p=0.000), but not in students-leading group (p=0.053). Interestingly, in knowledge tests, the scores in retention-test were higher than that of pre-test in student-leading group with statistical difference (p=0.005). But the scores in retention-test were lower than that of pre-test in student-leading group without statistical difference (p=0.341). Conclusions: Simulation training can increase the learning motivation, performance self-efficacy and knowledge. Most of the learning outcomes in students-leading debriefing were non-inferior than in teacher-leading debriefing. Most importantly, the retention of learning outcomes in knowledge and self-efficacy were better when students lead the process of debriefing.