Assessment of blood pressure measurement skills in second-year medical students after ongoing simulation-based education and practice

Abstract

Background Simulation-Based Education (SBE) simulates specific physiological characteristics of a patient, allowing student practice in developing clinical skills and assessment of skill competency. Literature is limited regarding SBE’s effectiveness in curriculum enrichment. This study investigated Blood Pressure (BP) measuring proficiency of second-year medical students with first-year SBE training and a second-year review, by comparing data from Simulation-Based assessments in 2017 and 2019. Methods Second-year medical students measured BP on three manikin arms, associated with distinct clinical contexts (healthy young male, young female experiencing hypotension, and older male suffering hypertension and diabetes). All manikins’ BP settings were independent of clinical context. In January 2019, 108 second-year medical students who received traditional training, as well as SBE in 2017 and Simulation-Based practice in 2018, were divided into four groups (n = 32, 24, 24, and 28), with two groups each assessed on consecutive days. The proportions of correct BP values in each of three contexts were compared between experiments in 2017 and 2019. Additionally, systolic (SBP) and diastolic (DBP) blood pressure results were stratified into three groups: lower than setting value, correct, and higher than setting vgalue, with proportions for each group compared for the 2017 and 2019 studies using Fisher’s Exact Tests. Results In Case Two and Three, the proportion of correct BP values significantly increased from 2017 (Case Two: 51%; Case Three: 55%) to 2019 (Case Two: 73%; Case Three: 75%). Additionally, proportions of students who reported lower SBP values than setting values were significantly decreased in Case One and Two, with five failing all contexts. Conclusions Second-year student BP measurement skills were improved, not only due to repeated Simulation-Based practice but advancing basic science knowledge and mastery experience in ongoing curriculum. Simulation-Based assessment provided an effective tool for evaluating skill retention and proficiency in medical training.

Tecnologias Educacionais No Ensino De Sinais Vitais

“…Autor/Ano Alavarce; Pierin, 2011 (10) Pereira et al, 2016 (11) Pereira et al, 2017 (12) Bellan et al, 2017 (13) Yamazaki et al, 2021 (14) Planells et al, 2021 (15)…”

ACACIAS Project: Physiological and Subjective Effects of High-fidelity Simulation During Delivery of Bad News in Oncology

“…Positive emotions improve attention and ability to process information, thereby facilitating learning, whereas negative emotions reduce working memory. To date, most studies have indirectly evaluated emotions by assessing physiological data [32,33]. Some have found that simulation is associated with increased learner anxiety [34] and that it may have negative consequences on student performance and the learning experience [35].…”

Khảo Sát Kỹ Năng Đo Huyết Áp Của Sinh Viên Y Khoa Năm Thứ Ba Trường Đại Học Y Khoa Phạm Ngọc Thạch

“…(n là cỡ mẫu; z = 1,96 ở độ tin cậy 95%; p là tỷ lệ của bệnh và d là độ chính xác tuyệt đối). Chọn d = 0,05 và p = 0,74 (1)…”