Perception of simulation based learning among medical students in South India

Joseph, Nitin; Nelliyanil, Maria; S, Jindal; Utkarsha,; Ae, Abraham; Alok, Yash; Srivastava, N; Lankeshwar, Suresh

doi:10.4103/2141-9248.160186

Cited by 36 publications

(32 citation statements)

References 35 publications

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“…Students agreed that simulation provided opportunities for deliberate practice without putting patients at risk, an observation which has been reflected by numerous other studies. [11][12][13] Analysis of the confidence rating questionnaires showed significant improvements in the mean confidence scores following injection training sessions; findings similar to the study conducted by Halm MD et al 10 The positive freetext responses to our intervention indicated that simulation teaching amplifies student enjoyment as well as confidence.…”

Section: (548%)supporting

confidence: 79%

Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points

Lavanya

Kalpana

2018

Int J Basic Clin Pharmacol

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Background: Mannequin-based training devices are simulation adjuncts that mimic reality in healthcare settings for acquiring basic procedural skills, without compromising patient safety. The current study aims to explore students’ perceptions of mannequin-based simulation as an educational tool and perceived changes in self-confidence by using a mixed-method research.Methods: This questionnaire‑based study was conducted in 2nd year MBBS students. Pre-validated questionnaires measured the quantitative and qualitative aspects of simulation-training in-terms of their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use. The study further attempted to note any perceived change in students’ confidence, measured before and after sessions. Chi-square and Fischer-exact test were computed for quantitative responses. Wilcoxon signed-rank test (two-tailed) was used to analyse students’ confidence rating before and after simulation. Categorical data were represented as frequencies and proportions.Results: Overall, the sessions were well received by students. Over 90% of students agreed that simulation is a safe, enjoyable and feasible modality for acquiring basic clinical skills. Majority opined that sessions helped them integrate basic-life sciences and clinical concepts, improved attention span and urged inclusion in undergraduate curriculum. Students perceived significant improvements (p<0.001) in confidence post-training. Free-text responses were positive with students highlighting the need for simulation sessions and suggestions for improvement.Conclusions: Most students consider mannequin-based learning as an essential tool to acquire procedural skills. By promoting active student engagement and impactful learning, simulations justify inclusion in medical curriculum for better patient safety.

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Section: (548%)supporting

confidence: 79%

Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points

Lavanya

Kalpana

2018

Int J Basic Clin Pharmacol

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“…Apart from teaching, educators can also use simulation as a means of evaluating competency in a procedure [22]. Immediate feedback and guidance can also be given during each session without any threat to patient safety [13].…”

Section: Discussionmentioning

confidence: 99%

A low cost surrogate eye model for corneal foreign body removal

Lin

Chua

2020

BMC Ophthalmol

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Background: Patients commonly present to the Emergency Department with a corneal foreign body (FB). There is currently a lack of adequate training for junior doctors in the management of this condition. Our self-made surrogate eye model aims to address this void in our junior doctors' knowledge.Methods: Participants were guided through a hands-on session with a slit-lamp using our eye model, which is made of a hemispherical agar embedded with pencil lead fragments simulating as FBs. Using a 7-point Likert scale, all participants completed a questionnaire both before and after training, for: (1) knowledge in corneal FB removal, (2) confidence in corneal FB removal, and (3) effectiveness of the model. Results: Out of 73 participants, 82.2% (60/73) had no prior experience in corneal FBs removal. After the training session, their knowledge improved from a median score of 2 (interquartile range [IQR] 1 to 3) to 5 (IQR 5 to 6), with improvement in confidence levels from 2 (IQR 1 to 2) to 5 (IQR 4 to 6). The effectiveness of our eye model scored a median of 6 (IQR 5 to 7).Conclusions: Our surrogate eye model is low-cost, quick and easy to reproduce. After use, our learners expressed greater confidence in managing the removal of corneal FBs and use of slit lamp. With a recent focus in patient safety and quality, teaching this procedure via simulation is a safe way of bridging the gap between traditional didactic teaching and the clinical environment.

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“…This is reasonable as all these sources are either related to aural style of learning or it can partially replace kinesthetic style since students do not have any direct experience with patients via clerkships in hospitals during the pandemic period. Indeed, medical students have positive perception towards the use of simulation based learning [31] and virtual reality [32] as they provide hands on practice and improve learning competency with clinical reasoning skills especially when there is limited availability of patients in hospitals. With the availability of simulation labs in UKM, students should be encouraged to make use of it to gain medical-procedural experience while more training workshops should be provided for lecturers so that it could be used as an additional tool for medical teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

Reflection of connectivism in medical education and learning motivation during COVID-19

Lee

et al. 2020

Preprint

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The COVID-19 pandemic has not only affected the global healthcare and economy but threatened the world of education altogether. Malaysia is not spared from this pandemic as all universities were forced to close and initiate online learning with the implementation of Movement Control Order since mid-March 2020.The abrupt shift from conventional medical education to fully virtual learning definitely deserves a reflection on how it affects the learning motivation among medical students. Hence, this is the first study that compares the effect of digital learning on learning motivation among medical students in Universiti Kebangsaan Malaysia (UKM) prior to and during the COVID-19 pandemic period. A modified Students Motivation towards Science Learning (SMTSL) was used to assess the learning motivation of UKM medical students throughout Year 1-5. The number of students that use digital learning during COVID-19 is significantly higher compared to before COVID-19 (p<0.05). However, there is no significant difference (p=0.872) in learning motivation among medical students before and during COVID-19 crisis. Higher frequency in digital learning usage frequency does not exert a great impact on learning motivation. Reflections from each participant were collated to justify the current situation. This could be due to motivation coming from the very choice to pursue medicine as a doctor, which is mainly influenced by intrinsic motivation, and ability to adapt in difficult situations. Thus, medical educators should be creative in enhancing extrinsic motivation by making use of digital learning as a platform so that medical students are able to independently fish for information in the vast pool of digital information and apply in actual medical practice in the future for life-long learning.

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Perception of simulation based learning among medical students in South India

Cited by 36 publications

References 35 publications

Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points

Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points

A low cost surrogate eye model for corneal foreign body removal

Reflection of connectivism in medical education and learning motivation during COVID-19

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