Enhancing Knowledge Retention of Cardiovascular Physiology Using Simulation

Abstract

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.

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