A simulated night shift in the emergency room increases students’ self-efficacy independent of role taking over during simulation

BMC Medical Education

Research Article

Anke Thomas¹  Katja A. Dannenberg²  Fabian Stroben³  Therese Schröder³  Aristomenis Exadaktylos⁴  Wolf E. Hautz⁴ 

[1] Department of Gynecology and Obstretics CCM & CVK, Charité-Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany;Lernzentrum (Skills Lab), Charité-Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany;Department of Emergency Medicine at Campus Benjamin Franklin, Charité-Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany;Lernzentrum (Skills Lab), Charité-Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany;Department of Gynecology and Obstretics CCM & CVK, Charité-Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany;Universitäres Notfallzentrum, Inselspital Bern, 3010, Bern, Switzerland;

关键词: Medical education;    Undergraduate education;    Simulation-based education;    Emergency medicine;    High-fidelity simulation;    Self-assessment;    Self-efficacy;   

DOI  :  10.1186/s12909-016-0699-9

 received in 2016-04-15, accepted in 2016-06-16,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundJunior doctors do not feel well prepared when they start into postgraduate training. High self-efficacy however is linked to better clinical performance and may thus improve patient care. What factors affect self-efficacy is currently unknown. We conducted a simulated night shift in an emergency room (ER) with final-year medical students to identify factors contributing to their self-efficacy and thus inform simulation training in the ER.MethodsWe simulated a night in the ER using best educational practice including multi-source feedback, simulated patients and vicarious learning with 30 participants. Students underwent 7 prototypic cases in groups of 5 in different roles (leader, member and observer). Feeling of preparedness was measured at baseline and 5 days after the event. After every case students recorded their confidence dependent of their role during simulation and evaluated the case.ResultsThirty students participated, 18 (60 %) completed all surveys. At baseline students feel unconfident (Mean −0.34). Feeling of preparedness increases significantly at follow up (Mean 0.66, p = 0.001, d = 1.86). Confidence after simulation is independent of the role during simulation (F(2,52) = 0.123, p = 0.884). Observers in a simulation can estimate leader’s confidence independent of their own (r = 0.188, p = 0.32) while team members cannot (r = 0.61, p < 0.001).ConclusionsSimulation improves self-efficacy. The improvement of self-efficacy is independent of the role taken during simulation. As a consequence, groups can include observers as participants without impairing their increase in self-efficacy, providing a convenient way for educators to increase simulation efficiency. Different roles can furthermore be included into multi-source peer-feedback.

【 授权许可】

CC BY   
© The Author(s). 2016