A simulation exercise on scientific research for use in undergraduate teaching

Peacock, D.

doi:10.1080/03098268108708811

Cited by 6 publications

(4 citation statements)

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“…In our teaching process, we found that although students have achieved good test scores in related theory courses, they have shown poor ability in carrying out real clinical research, confirming Peacock's findings [6]. Some possible reasons are: firstly, as the growth, complexity and scale of clinical research has increased so has the demand for a higher level of technical expertise to execute it.…”

Section: Introductionsupporting

confidence: 75%

“…Peacock and Thiel made early explorations of simulation in research teaching, and one was the famous cookie experiment [6,13],but at that time, the simulation theory was not well developed. The description of high-fidelity simulation in clinical research training was first reported in 2004 [40].…”

Section: Discussionmentioning

confidence: 99%

“…It can provide an efficient and safe learning environment for clinical teaching and is widely used in teaching both clinical technical and procedural skills and high risk and invasive interventions [12]. However, reports on simulation in research design course are very limited [6,[13][14][15].…”

Section: Introductionmentioning

confidence: 99%

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Clinical research capability enhanced for medical undergraduates: an innovative simulation-based clinical research curriculum development

Yan

Huang

et al. 2022

BMC Med Educ

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Background Clinical research has frequently not been taught in a practical way, often resulting in a very didactic approach rendering it not very accessible for medical undergraduates. Simulation can provide an immersive, interactive, and reflective experience and may be applied to the clinical research curriculum. Methods A 7-step model, modified from Kern’s six-step approach and Khamis’s stepwise model, was used to develop the curriculum. A questionnaire survey on undergraduates’ attitude towards, knowledge and practice of clinical research and simulation education was conducted to generate a targeted needs assessment. The simulation framework was integrated into the development of educational strategies. Experts were consulted to assess the curriculum prior to implementation. Results Talent construction in China needs an innovative capability-enhanced clinical research curriculum. Sixty-six clinical undergraduates in our school completed the survey. 89.39% (59/66) of them hadn’t participated in clinical research, while 93.94% (62/66) would like to conduct clinical trials if possible. 75.76% of respondents didn’t have knowledge of or practical abilities in clinical trials. The mean score for practical ability (2.02 ± 0.92) was lower than that of knowledge (2.20 ± 0.93) (P < 0.01). The dimension of case report form got the lowest score among the five dimensions. Participating in clinical research (P = 0.04) and learning for themselves (P < 0.01) by a few students may have increased the total score. The curriculum was designed to simulate the whole process from protocol writing, registration, ethical approval, implementation, and data analysis to reporting based on one case study, and was divided into two parts to simulate different types of research: randomized controlled trials and observational studies. It was conducted in semesters 5 and 7 respectively, both including 16 sessions. After expert consultation, one session having a 29.01% coefficient of variation was adjusted and replaced. The final simulation class design scenario scripts are provided for reference. Conclusions The targeted needs assessment exposed medical undergraduates’ poor knowledge of and abilities in clinical research. This is the first report of a simulation-based clinical research curriculum developed in China, and adds curriculum development and design details to the limited related published studies.

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Section: Introductionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

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Clinical research capability enhanced for medical undergraduates: an innovative simulation-based clinical research curriculum development

Yan

Huang

et al. 2022

BMC Med Educ

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“…In medical education, high theory score didn’t guarantee high practical ability [ 9 ]. Simulation-based medical education (SBME) uses a variety of simulation methods to create a real-world clinical scenario, such as role play, virtual reality simulation and task-oriented and mannequin-based simulation [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of simulation-based clinical research curriculum for undergraduate medical students - a pre-post intervention study with external control

Huang,

Yan,

Huang

et al. 2024

BMC Med Educ

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Background Simulation is widely utilized in medical education. Exploring the effectiveness of high-fidelity simulation of clinical research within medical education may inform its integration into clinical research training curricula, finally cultivating physician-scientist development. Methods Standard teaching scripts for both clinical trial and cross-sectional study simulation were designed. We recruited undergraduates majoring in clinical medicine at 3th grade into a pre-post intervention study. Additionally, a cross-sectional survey randomly selected medical undergraduates at 4th or 5th grade, medical students in master and doctor degree as external controls. Self-assessment scores of knowledge and practice were collected using a 5-point Likert scale. Changes in scores were tested by Wilcoxon signed-rank test and group comparisons were conducted by Dunn’s tests with multiple corrections. Multivariable quantile regressions were used to explore factors influencing the changes from baseline. Results Seventy-eight undergraduates involved the clinical trial simulation and reported improvement of 1.60 (95% CI, 1.48, 1.80, P < 0.001) in knowledge and 1.82 (95% CI, 1.64, 2.00, P < 0.001) in practice score. 83 undergraduates involved in the observational study simulation and reported improvement of 0.96 (95% CI, 0.79, 1.18, P < 0.001) in knowledge and 1.00 (95% CI, 0.79, 1.21, P < 0.001) in practice. All post-intervention scores were significantly higher than those of the three external control groups, P < 0.001. Higher agreement on the importance of clinical research were correlated with greater improvements in scores. Undergraduates in pre-post study showed high confidence in doing a future clinical research. Conclusion Our study provides evidence supporting the integration of simulation into clinical research curriculum for medical students. The importance of clinical research can be emphasized during training to enhance learning effect.

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Using simulation to teach undergraduate nursing and midwifery students research design

Lee

Peacock

2020

Nurse Education in Practice

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A simulation exercise on scientific research for use in undergraduate teaching

Cited by 6 publications

References 0 publications

Clinical research capability enhanced for medical undergraduates: an innovative simulation-based clinical research curriculum development

Clinical research capability enhanced for medical undergraduates: an innovative simulation-based clinical research curriculum development

Effectiveness of simulation-based clinical research curriculum for undergraduate medical students - a pre-post intervention study with external control

Using simulation to teach undergraduate nursing and midwifery students research design

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