BackgroundThe United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application.PurposeTo evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors.MethodsThis study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (nl=515) and the intervention group received lecture plus a simulation exercise (nl+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression.ResultsUndergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003).DiscussionSimulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Background Basic science education plays an integral role in preparing medical students to be competent physicians and lifelong learners. Faculty in the preclinical years of undergraduate medical education, formerly focused on the transmission of biomedical principles and factual information, are now presenting concepts using clinical activities, with emphasis on clinical relevance, while advancing active learning and critical thinking. Purpose The purpose of this study was to evaluate the outcomes of a simulation intervention on short-term student knowledge gain. We investigated whether integrating simulation using the Harvey after completing lectures on cardiovascular physiology in a basic science course led to significant knowledge increases in first year medical students. Methods Wilcoxon rank sum (Mann-Whitney U) tests were used to test for significant differences in students receiving a lecture-only curriculum and students receiving a lecture-plussimulation curriculum. Since this is an educational intervention, an a priori alpha level of 0.10 was specified. A two-sided test was used to analyze for differences between the curricula. All analyses were done using R software. Results There were statistically significant differences between outcomes associated with teaching modalities for the summative course exam, comprehensive final exam, and the cumulative average of these two exams (p value=.0006, <.0001, and .0980, respectively). Students exposed to simulation plus lecture performed better on the summative exam, but not the final exam. Conclusions The use of simulation and cardiac physiology lectures for first year medical students was found to have a significant impact on students' cardiac physiology exam scores in the short-term. A longitudinal study is needed to see if there is long-term knowledge retention and improvement in clinical skills.

analyzed all the data, wrote the methods and results sections and all tables in the manuscript. He provided substantial edits to multiple version of the manuscript and approved the final version.Kim Leighton provided substantial edits to multiple version of the manuscript and approved the final version.Mallikarjuna Barremkala developed anatomy questions and helped to integrate the anatomy and clinical perspective for the educational intervention and taught the students during the anatomy lecture, anatomy lab and simulation educational intervention. He reviwed and approved the final manuscript.Diana Callender-developed the simulation educational intervention, assisted with the faculty development sessions, taught the students during the simulation edicational intervention and edited and approved the final menuscript.David Pederson developed the simulation educational intervention, lead the faculty training for the simulation, taught the students during the simulation and reviewed and approved of the final manuscript.

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