Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Riaz, Salman; Jaradat, Ahmed; Gutierrez, Ruel; Garadah, Taysir S.

doi:10.18295/squmj.2020.20.03.010

Cited by 6 publications

(5 citation statements)

References 20 publications

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“…Moreover, students perceived simulators to be effective (particularly for cardiovascular and respiratory examinations) but did encounter limitations. As simulators are a highly effective tool in medical education, [ 28 , 29 ] they should be refined, for example, accounting for differences in adult and paediatric findings, and personalizing mannequins used in examinations.…”

Section: Discussionmentioning

confidence: 99%

Hybridizing video-based learning with simulation for flipping the clinical skills learning at a university hospital in Pakistan

Saeed,

Khan,

Siddiqui

et al. 2023

BMC Med Educ

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Background While learning and practicing on actual patients is a major mode of teaching clinical skills, concerns about patient safety, unavailability, and lack of standardization have led to the development of simulation for medical education. Simulation-based teaching is affected by challenges such as lack of protected time for faculty, inexperienced learners, and the number of students per group. These have led to the integration of various eLearning formats in the curriculum. The hybridized format changes the traditional clinical skills teaching into the flipped classroom. This study aims to measure the effectiveness of hybridizing video-based learning with simulation for flipping the clinical skills teaching of fourth-year medical students at the Department of Paediatrics and Child Health at Aga Khan University, Pakistan. Methods The study employed a mixed-methods design. Fourth-year medical students of the batch 2020-21 (n = 100) consented to participate in the study. The quantitative component focuses on identifying the effect of the intervention on the perceived self-efficacy of medical students (batch 2020-21) relevant to the clinical skill. Along with this, the performance of the intervention batch of 2020-21 on the end of clerkship objective structured clinical exam (OSCE) was compared with the previous batch of 2019-20, taught using simulation alone. Focused group discussions (FGDs) were used to explore the experiences of medical students (batch 2020-21) about the intervention. Quantitative data underwent descriptive and inferential analysis using Stata v16 while qualitative data underwent content analysis using NVivo software. Results Hybridization of video-based learning with simulation significantly improved self-efficacy scores for all examinations (cardiovascular, respiratory, neurological, and abdomen) with p-value < 0.05. OSCE scores of the intervention group were significantly higher on the neurological and abdominal stations as compared to the previous batch (p-value < 0.05). In addition, the overall structure of the intervention was appreciated by all the students, who stated it allowed reinforcement of basic concepts, retention, and further insight into clinical applications. Conclusion The hybridization of video-based learning with simulation facilitated in creation of better opportunities for medical students to revive their prior knowledge, apply core concepts for the problem and engage in clinical reasoning.

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Section: Discussionmentioning

confidence: 99%

Hybridizing video-based learning with simulation for flipping the clinical skills learning at a university hospital in Pakistan

Saeed,

Khan,

Siddiqui

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…The time dedicated to debriefing and the provision of immediate feedback are also considered a significant strength of simulation-based teaching, an opportunity that is often lacking in the clinical setting [ 9 ]. According to Riaz et al [ 31 ], over 90% of students found debriefing a useful component.…”

Section: Discussionmentioning

confidence: 99%

“…The support for simulation-based medical education is derived from high-quality studies ( Multimedia Appendix 2 ); however, studies describing the use of this technology for bedside teaching in the undergraduate curriculum are limited [ 9 , 18 , 22 , 28 , 31 , 33 - 37 ]. We have described a successful teaching session, well received and enjoyed by the students with increased self-rated confidence scores in keeping with other studies [ 22 , 29 , 33 ].…”

Section: Discussionmentioning

confidence: 99%

An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

Ajab¹,

Pearson²,

Dumont³

et al. 2022

JMIR Med Educ

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Background Bedside teaching is integral to medical education and has been highlighted to improve clinical and communication skills, as well as clinical reasoning. Despite the significant advantages of bedside teaching, its usage within medical education has been declining, and COVID-19 has added additional challenges. The pandemic has resulted in a significant reduction in opportunities to deliver bedside teaching due to risk of viral exposure, patients declining student interactions, and ward closures. Educators have therefore been required to be innovative in their teaching methods, leading to the use of online learning, social media platforms, and simulation. Simulation-based education allows for learning in a low-risk environment and affords the opportunity for deliberated repeated practice with case standardization. The results demonstrate that simulation-based training can increase students’ confidence, increase the rates of correct clinical diagnoses, and improve retention of skills and knowledge when compared with traditional teaching methods. Objective To mitigate the impact of COVID-19 upon bedside teaching for third year students at Hull York Medical School amid closure of the cardiorespiratory wards, a high-fidelity simulation-based model of traditional bedside teaching was designed and implemented. The objectives of the teaching session were to enable students to perform history taking and a focused cardiorespiratory clinical examination in a COVID-19–safe environment using SimMan 3G. Methods Four clinical teaching fellows with experience of simulation-based medical education scripted histories for 2 common cardiorespiratory cases, which were asthma and aortic stenosis. The simulation sessions were designed for students to take a focused cardiorespiratory history and clinical examination using SimMan 3G. All cases involved dynamic vital signs, and the simulator allowed for auscultation of an ejection systolic murmur and wheezing in accordance with the cases chosen. Key aspects of the pathologies, including epidemiology, differential diagnoses, investigations, and management, were summarized using an interactive PowerPoint presentation, followed by a debriefing session. Results In total, 12 third year medical students undertook the sessions, and overall feedback was highly positive. Of the 10 students who completed the feedback questionnaires, 90% (n=9) felt more confident in their clinical examination skills following the teaching; 100% (n=10) of the students responded that they would recommend the session to a colleague; and implementation of regular simulation was frequently requested on feedback. These results are in keeping with the current literature. Conclusions Bedside teaching continues to face ongoing challenges from the COVID-19 pandemic as well as declining patient recruitment and fluctuations in clinical findings. The support for simulation-based medical education is derived from high-quality studies; however, studies describing the use of this technology for bedside teaching in the undergraduate curriculum are limited. The authors describe a highly effective teaching session amid the pandemic, which allowed for maintenance of staff and student safety alongside continued education during a challenging time for educators globally.

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“…Within other areas of healthcare, particularly medicine, simulation is an established part of the undergraduate curriculum, and has been positively evaluated (Pawlowicz et al, 2020;Riaz et al, 2020;Manalayil et al, 2020). Pre-registration nursing has remained task focused, possible due in some part to the standards set by the Nursing and Midwifery Council (NMC).…”

Section: Discussionmentioning

confidence: 99%

Student Perception of Skills and Simulation Delivery within an Undergraduate Nursing Curriculum.

Cust

Friend²,

Browne

et al. 2021

JPTS

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Introduction The existing delivery method for skills training is very task focused and delivered in large groups with limited time for actual ‘hands on’ practice of skills. Simulation was only included, sporadically, within the curriculum. Methods A questionnaire was designed to ascertain the student’s existing level of experience in skills and simulation, in addition to their opinion as to how effective the current method of delivery was in relation to a positive learning experience, and generation of knowledge. Their viewpoint was also sought as to any thoughts they may have in relation to changing the delivery of skills and simulation. Results The results demonstrated that, overall, there was a negative response from the students in relation to the current delivery of skills and simulation. Conclusion The study identified further areas for research in relation to the delivery and integration of skills and simulation within a pre-registration nursing curriculum. Key Words Nursing education, simulation-based education

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Outcome of Undergraduate Medical Education using Medical Simulation according to Students’ Feedback

Cited by 6 publications

References 20 publications

Hybridizing video-based learning with simulation for flipping the clinical skills learning at a university hospital in Pakistan

Hybridizing video-based learning with simulation for flipping the clinical skills learning at a university hospital in Pakistan

An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

Student Perception of Skills and Simulation Delivery within an Undergraduate Nursing Curriculum.

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