文章基本信息

标题：Effective Teaching Methods for the Assessment and Treatment of Exertional Heat Illness in Athletic Training Education
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作者：Kinslow, Beth L. ; Schmies, Holly ; Armstrong, Kirk J. 等
期刊名称：Athletic Training Education Journal
电子版ISSN：1947-380X
出版年度：2019
卷号：14
期号：2
页码：128-134
DOI：10.4085/1402128
出版社：National Athletic Trainers Association
摘要：Context Athletic training education should focus on evidence-based teaching through providing authentic learning opportunities. Objective To examine the effectiveness of 2 different instructional methods' impact on pre–athletic training students' assessment and treatment of a patient with exertional heat stroke (EHS). Design A pretest, posttest randomized control trial study design was used. Setting Five undergraduate athletic training programs. Patients or Other Participants Thirty-six pre–athletic training students volunteered to participate. Thirty-two participants completed the research interventions (19 = hybrid simulation [HS], 13 = case-based learning [CLB]). Intervention(s) All participants received educational material and classroom presentation regarding EHS. Participants completed the preintervention Knowledge, Preferences, and Practices of Certified Athletic Trainers Regarding Recognition and Treatment of Exertional Heat Stroke (KPP-EHS) survey. Approximately 2 to 3 weeks after receiving the educational material, the participants completed HS or CBL intervention protocol and completed the postintervention KPP-EHS survey. The HS intervention consisted of a clinical scenario using a standardized patient and rectal thermometer task trainer. The CBL intervention involved completing a case-study worksheet regarding a clinical scenario. At the 6-week follow-up time point participants completed the KPP-EHS survey. Main Outcome Measure(s) Composite and subscale scores from the KPP-EHS survey. Results A factorial repeated measure 2 × 3 (Group × Time) analysis of variance revealed a statistically significant main effect for time of the total composite score of both groups (F = 28.005, P = .000, partial η2 = 0.659). Bonferroni post hoc testing revealed a statistically significant difference between time points 1 and 2 (mean difference = −25.176, P = .000, 95% confidence interval −34.036, −16.317) and time points 1 and 3 (mean difference = −32.842, P = .000, 95% confidence interval −44.917, −20.767). Conclusions Athletic training educators should consider the use of HS and CBL in conjunction with didactic course work to prepare students to appropriately manage EHS.
关键词：Hybrid simulation ; case-based learning ; education