The effect of supplemental high Fidelity simulation training in medical students

BMC Medical Education

Jonathan Lipps¹  Lori Meyers¹  Alberto Uribe¹  Ana Mavarez-Martinez¹  Bryan Mahoney²  Marilly Palettas³  David Way⁴  Troy Schaffernocker⁵  Scott Winfield⁶ 

[1] Department of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA;Department of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA;Department of Anesthesiology, Perioperative and Pain Medicine, Mount Sinai West and Mount Sinai Morningside Hospitals, Icahn School of Medicine at Mount Sinai, New York, NY, USA;Department of Biomedical Informatics, Center for Biostatistics, The Ohio State University, Columbus, OH, USA;Department of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USA;Department of Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USA;The Ohio State University, College of Medicine: Clinical Skills Education and Assessment Center, EDU-Medicine Education, Columbus, OH, USA;

关键词: Simulation-based education;    Lecture-based education;    High-fidelity simulation;    Pulmonary physiology;    First-year medical students;   

DOI  :  10.1186/s12909-020-02322-y

来源: Springer

【 摘 要 】

BackgroundSimulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology.MethodsThis observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students’ test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS.ResultsFrom a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p < 0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p < 0.001).ConclusionsImplementation of supplemental SBE could be an adequate technique to improve learning enhancement and overall satisfaction in preclinical medical students.

【 授权许可】

CC BY