Prospective Randomized Comparison of Standard Didactic Lecture Versus High-Fidelity Simulation for Radiology Resident Contrast Reaction Management Training

Wang, Carolyn L.; Schopp, Jennifer G.; Petscavage, Jonelle M.; Paladin, Angelisa M.; Richardson, Michael L.; Bush, William H.

doi:10.2214/ajr.10.5618

Cited by 54 publications

(38 citation statements)

References 26 publications

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“…More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care. 3 Another study showed better immediate recall of material with slide-based lecture when compared to simulation.…”

Section: Discussionmentioning

confidence: 99%

Same Content, Different Methods:

Raleigh

Wilson

Moss

et al. 2018

Fam Med

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Background and Objectives: There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Methods: Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. Results: A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Conclusions: Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

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Section: Discussionmentioning

confidence: 99%

Same Content, Different Methods:

Raleigh

Wilson

Moss

et al. 2018

Fam Med

View full text Add to dashboard Cite

show abstract

“…Furthermore in a study among Radiology trainees, Wang et al 23 demonstrated no significant improvement in written test scores among trainees receiving didactic lecture versus simulation based training in management of contrast reaction, but performance among simulation based training was superior when tested in contrast reaction simulation scenario. Our study reported a significantly improved performance in post-teaching MCQ from baseline in simulation group compared to those who received didactic lecture (18.80±1.40 vs 15.40±1.35).…”

Section: Resultsmentioning

confidence: 97%

Effectiveness of simulation technique in teaching-learning process for prevention of postpartum hemorrhage in obstetrics and gynecology

Kumar

Pathak

Singh

et al. 2016

Int J Reprod Contracept Obstet Gynecol

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“…The use of a control group that received no additional training was based on previous studies [21][22][23][24][25][26][27] also on the acquisition of technical skills (training group versus notraining group, didactic training alone, no additional intervention, or learned independently from a prepared text). The adoption of faculty-directed learning was based on the study 28 that showed that this form of teaching is superior to self-directed learning.…”

Section: Discussionmentioning

confidence: 99%

Training on synthetic ethylene-vinyl acetate bench model allows novice medical students to acquire suture skills

Denadai¹,

Saad-Hossne

Oshiiwa³

et al. 2012

Acta Cir. Bras.

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PURPOSE: To assess the acquisition of suture skills by training on ethylene-vinyl acetate bench model in novice medical students. METHODS: Sixteen medical students without previous surgery experience (novices) were randomly divided into two groups. During one hour group A trained sutures on ethylene-vinyl acetate (EVA) bench model with feedback of instructors, while group B (control) received a faculty-directed training based on books and instructional videos. All students underwent a both pre-and post-tests to perform two-and three-dimensional sutures on ox tongue. All recorded performances were evaluated by two blinded evaluators, using the Global Rating Scale. RESULTS: Although both groups have had a better performance (p<0.05) in the post-test when compared with the pre-test, the analysis of post-test showed that group A (EVA) had a better performance (p<0.05) when compared with group B (control). CONCLUSION: The ethylene vinyl acetate bench model allowed the novice students to acquire suture skills faster when compared to the traditional model of teaching.

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Prospective Randomized Comparison of Standard Didactic Lecture Versus High-Fidelity Simulation for Radiology Resident Contrast Reaction Management Training

Abstract: When compared with didactic lecture, high-fidelity simulation-based training of contrast reaction management shows equal results on written test scores but improved performance during a high-fidelity severe contrast reaction simulation scenario.

Cited by 54 publications

References 26 publications

Same Content, Different Methods:

Same Content, Different Methods:

Effectiveness of simulation technique in teaching-learning process for prevention of postpartum hemorrhage in obstetrics and gynecology

Training on synthetic ethylene-vinyl acetate bench model allows novice medical students to acquire suture skills

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