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ĐÀO TẠO MÔ PHỎNG HỒI SỨC CẤP CỨU – TRIỂN KHAI, KHÓ KHĂN VÀ GIẢI PHÁP

ThS. BS Nguyễn Hồng Trường

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NỘI DUNG

Phương pháp đào tạo y khoa cổ điển
Phương pháp đào tạo y khoa dựa trên trải nghiệm
Những ưu điểm và thách thức của phương pháp đào tạo mô phỏng

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PHƯƠNG PHÁP CỔ ĐIỂN

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PHƯƠNG PHÁP CỔ ĐIỂN

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PHƯƠNG PHÁP TRẢI NGHIỆM

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PHƯƠNG PHÁP TRẢI NGHIỆM

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ĐÀO TẠO MÔ PHỎNG

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ĐÀO TẠO MÔ PHỎNG

18th Century, Madame du Coudray, a French midwife

the king (Louis XV) commissioned her to teach midwifery to peasant women in an attempt to reduce infant mortality. This had become a political concern because a perceived high rural perinatal mortality, following from the deaths in the Seven Years' War, was depleting France of future citizens

Between 1760 and 1783, she traveled all over rural France, sharing her extensive knowledge with poor women. During this period, she is estimated to have taught in over forty French cities and rural towns and to have trained 4,000 students directly.^[7] She was also responsible for the training of 6,000 other women, who were taught directly by her former students.^[4] In addition, she taught about 500 surgeons and physicians, all of them men.^[8] In her thirty years of teaching she taught over 30,000 students

Du Coudray invented the first lifesize obstetrical mannequin, for practicing mock births. It was usually called "The Machine." Each cost about 300 livres to construct, usually out of fabric, leather, and stuffing, and occasionally including actual human bones to form the torso. Various strings and straps serve to simulate the stretching of the birth canal and perineum to demonstrate the process of childbirth. The head of the infant mannequin has a shaped nose, stitched ears, hair drawn with ink, and an open mouth (with tongue) into which a finger can be inserted to a depth of 5 centimetres (2.0 in).^[a] This detail was important, as it allowed the midwife to put two fingers into the mouth, to facilitate the passage of the head in a case of breech presentation. ^[10] These mannequins were very detailed and accurate.

Her course cost the women 36–40 livres, which included the final certificate of completion. In most cities she was paid 300 livres a month of her teaching.

Alphonse Leroy, a professor of gynecology and pediatrics: teaches deliverywith a doll, a child’s toy

Parisian surgeon, Jean la Bas: no more than a fable, a phantom, a simulacrum, a shadow of reality, capable of giving false ideas to beginner

“La Machine” is now on display at the Musée Flaubert, a museum of medical history, in Rouen, Normandy.

Historicalstatistics.org

300 French livres tournois [1663-1795] in year 1760 could buy 102.83785938533129 gram gold. The price of 102.83785938533129 gram gold in year 2015 was 3835.5225663565384 US dollar [1791-2015].

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ĐÀO TẠO MÔ PHỎNG

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ƯU ĐIỂM: an toàn

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ƯU ĐIỂM: kiến thức nền tảng

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ƯU ĐIỂM: kiến thức nền tảng

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ƯU ĐIỂM: học và duy trì kỹ năng

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ƯU ĐIỂM: học và duy trì kỹ năng

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ƯU ĐIỂM: làm việc nhóm, lãnh đạo

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ƯU ĐIỂM: chuẩn hóa lượng giá

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THÁCH THỨC: tích hợp chương trình

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THÁCH THỨC: teacher 🡺 facilitator

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Facilitator: In experiential learning, teachers often shift from being the “sage on the stage” to the “guide on the side.” They’re there to facilitate the learning process rather than directly imparting knowledge. I’ve found this role incredibly rewarding, as it allows students to explore, make mistakes, and find their path, while I was there to support and guide them.

Designer of Learning Experiences: Crafting meaningful, authentic experiences that align with learning objectives requires thoughtful planning and creativity. Teachers need to design activities that engage students emotionally, intellectually, and physically. This can range from simple hands-on experiments to complex problem-solving tasks. It’s a bit like being an educational architect, building learning landscapes where exploration is encouraged.

Encourager of Reflection: As we’ve previously discussed, reflection is a key component of experiential learning. Teachers must encourage and guide this process, helping students articulate their thoughts, analyze their actions, and synthesize new understanding. This may involve leading reflective discussions, providing reflective journal prompts, or utilizing digital platforms that facilitate reflection.

Provider of Feedback: Constructive feedback is essential for growth. Teachers need to provide timely and specific feedback that helps learners recognize what went well and where they can improve. It’s not just about grading but about nurturing growth and continuous improvement. I always found this process to be a two-way street, where feedback from students also helped me evolve as an educator.

Model of Lifelong Learning: In experiential learning, teachers themselves are learners, continuously adapting and growing alongside their students. I’ve learned so much from my students’ perspectives, questions, and explorations, and that ongoing learning journey has been instrumental in keeping the teaching experience fresh and invigorating.

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THÁCH THỨC: cơ sở vật chất

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THÁCH THỨC: mô hình

FIDELITY

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THÁCH THỨC: mô hình

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THÁCH THỨC: mô hình

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THÁCH THỨC: tổ chức không tốt

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THÁCH THỨC: chi phí

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ĐIỂM CHÍNH