A Comparison of Screen-based Simulation and Conventional Lectures for Undergraduate Teaching of Crisis Management

Abstract

In our institution, we introduced a screen-based simulator to our undergraduate lectures on medical crisis management. We hypothesised that this novel use of the screen-based simulator would be as effective as our conventional lectures. To test this we randomly divided medical students into two groups. Students in Group A were taught medical crisis management (heart failure and anaphylaxis) using a screen-based simulation program projected onto a shared screen, with a facilitator guiding the students through the scenarios. Simultaneously, students in Group B were lectured the same content without the screen-based simulation. Both groups were allotted exactly one hour. Several days later, students were tested on their management of anaphylaxis using the Human Patient Simulator. A blinded marker assessed them on diagnosis, resuscitation, specific treatment, call for help and for reassessment of the patient. Students also answered a questionnaire on their experience. Sixty-four students participated in the study. Both groups had similar overall scores. However, students in Group A scored better in the specific treatment category by a factor of 7.7. Students in both groups rated their learning experiences highly. This study showed that screen-based simulation was as effective as conventional lectures and might be even more effective in some areas.

Effect of Screen-Based Computer Simulation on Knowledge and Skill in Nursing Students’ Learning of Preoperative and Postoperative Care Management

“…Results of the studies conducted among the medical 15,16 and nursing students [22][23][24][25] showed parallelism with our results in terms of knowledge scores. The issues requiring special attention in preoperative and postoperative care management were explained to the students in the SL, and awareness levels of students were increased through case studies.…”

“…[19][20][21][22][23][24][25] Knowledge scores in some studies conducted on medical students were not significantly different. 15,16 In another study, knowledge scores of students educated with Web-based programs were found to be considerably higher than those of students in other groups. 17,18 In some studies conducted among nursing students, it was observed that knowledge scores of students learning through the Web were significantly higher, [19][20][21] but in other studies, it was determined that there was no difference between the student groups in terms of knowledge scores.…”

“…These programs reduce the cost of realistic simulations and eliminate the distance between the student and the learning environment because students need not be bound to a campus. 14 The effects of education performed with SBCSs have been examined in many studies conducted among medical [15][16][17][18] and nursing students. [19][20][21][22][23][24][25] Knowledge scores in some studies conducted on medical students were not significantly different.…”

Pilot study comparing simulation-based and didactic lecture-based critical care teaching for final-year medical students

“…In a study by Morgan et al, simulation was compared to video based learning to teach a number of medical emergencies, however, the investigators determined no differences in quantitative assessments between each group, although students found the simulator sessions more enjoyable and valuable [ 12 ]. Tan et al demonstrated equal efficacy between screen based simulation and conventional lecture in a group of students taught medical emergency management [ 13 ]. However, we could not identify studies examining the use of the simulator for the purposes of critical care education.…”

Using Screen‐Based Simulation to Improve Performance During Pediatric Resuscitation

“…Although these programs do not allow for manual task training, they are much less resource‐intensive than high‐fidelity mannequin‐based simulation, allow a virtually unlimited number of learners to participate simultaneously, facilitate standardization of course materials in several different locations, use real‐time evidence‐based feedback following decisions made by the learner, and serve interactive adult learning styles. Screen‐based simulation has been shown to be effective in teaching crisis management to undergraduate medical students 15 and management of anaphylactic shock to anesthesia residents, 16 but to our knowledge its ability to train house staff to manage pediatric resuscitations has not been assessed.…”