Relation of clinical context to accuracy of simulator-based blood pressure measurement by first-year medical students

Yamazaki, Yuka; Hiyamizu, Iku; Joyner, Kyoko; Abe, Yukie

doi:10.5116/ijme.5c0f.935c

Cited by 3 publications

(19 citation statements)

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“…After entry, students spend 6 years studying liberal arts, basic sciences, clinical medicine, and bedside medicine [25]. Generally, firstyear medical student course content focuses on liberal arts [26], and second-year to mid-third-year content, basic sciences. Mid-third-year and fourth-year students develop knowledge and skills in clinical medicine.…”

Section: Introductionmentioning

confidence: 99%

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Yamazaki

Aoki

Otaki

2020

Medical Education Online

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Background: In Japan, sexual and gender minorities (SGM) remain stigmatized, provoking hospital access barriers and health disparities from judgmental care. Japan's Westerninfluenced introduction of SGM course content into medical education for future physicians addresses these disparities, although often perfunctorily and inconsistently. Objective: To examine the prevalence and characteristics of medical education curriculum with respect to SGM patients, we surveyed medical schools. Methods: A medical education faculty member from each of 80 Japanese medical schools received double postcards to identify relevant SGM coursework. Upon acknowledgement, 43 schools received seven-item anonymous questionnaires in March 2018. Survey results were analyzed from the perspective of three of the qualities and abilities required of a physician -Patient Care, Knowledge for Practice, and Professionalism from Japan's Medical Core Curriculumto develop recommendations for outcomes-based SGM curriculum through the lens of Van Melle's medical education framework. Results: The response rate was 46%, with 22 schools providing SGM lectures mostly to firstand third-year students. Obstetrics and Gynecology, Neuropsychiatry, and Introduction to Medicine lectures were the top three subjects offering SGM lectures, primarily consisting of basic knowledge of SGM and Differences in Sex Development. Several lectures addressed the health challenges of SGM. Primary reasons for not offering SGM lectures were lack of suitable instructors or no school policies. Conclusions: Students can best experience the humanity of SGM patients and employ more appropriate diagnostic practices and modes of treatment with targeted curriculum to address SGM health disparities and inclusion of SGM patients in clinical practice training. To disseminate SGM education in Japanese medical schools, development of qualified instructors and policies is essential, employing currently active experts. The Van Melle reforms framework can guide in the development of recommended tailored learning experiences and lectures for improved and expanded SGM education, integrating appropriate coursework within current medical core curriculum structure. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Yamazaki

Aoki

Otaki

2020

Medical Education Online

Self Cite

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show abstract

Section: Introductionmentioning

confidence: 99%

“…We initiated a study in 2017 to test the effectiveness of SBE in supplementing competency training for first year medical students in BP measurement[ 12 ], since it is a basic clinical skill which must be mastered early in medical training[ 13 ]. The first experimental segment of the study was initiated the first month of the academic year in Japan[ 12 ]. When we began this study in 2017, literature demonstrating the effectiveness of SBE for BP measurement was limited to a study by Leung and Nicholls, which examined whether student performance was influenced by different clinical contexts[ 14 ].…”

Section: Introductionmentioning

confidence: 99%

“…Leung’s experimental design assigned each group to a different clinical context[ 14 ]. We adapted Leung’s study design so that all groups in the cohort would measure BP on manikin arms for all three clinical contexts[ 12 ].…”

Section: Introductionmentioning

confidence: 99%

“…An overview of the first (2017) segment of the study is as follows: the target was a cohort of 121 students[ 12 ]. This segment had two stages.…”

Section: Introductionmentioning

confidence: 99%

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

Yamazaki

Hiyamizu

Joyner

et al. 2020

Medical Education Online

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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.

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Student Experience in Creating Simulation Videos of Expert Witness Testimony in Court: From the Theory to Practice

Suryadi,

Mulya,

Kulsum

2023

JPKI

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Background: This study aims to explore the experience of clinical students studying at the Department of Forensic medicine in creating simulation videos of expert witness testimony in court.Methods: This one-center study used a qualitative story telling design. Twenty clinical students volunteered to simulate expert witness testimony in court by taking 59 recorded scenes as teaching materials for preclinical medical students. The room was set resembling to a courtroom following the instruction of scriptwriter and director by lecturer. Students were distributed into several playing characters such as judges, prosecutors, lawyers, defendant and doctors, while others served as assistant directors, cameramen, narrator, scene takers, artistic directors, equipment stylists, and editors. The scenario is outlined in detailed scenes to guide the students in performing the characters. After completing the simulation, each student reflected on their experience during the creation of simulation video. The results of these reflections are then compiled into a learning concept adjusting to narrative medicine.Result: Students claimed that they obtained new experiences during the learning process. The experience allowed students to learn in more interesting way by transforming theory into practice. Students also agreed on proposing this learning channel as a breakthrough in learning process. Creating simulation video plays a significant role in the audiovisual learning process which supported students comprehending the process of giving an expert witness testimony.Conclusion: Transforming education into video simulation is recommended as a game changer in a learning process. Most medical students are likely to absorb the knowledge better when it is applied into video simulation.

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Relation of clinical context to accuracy of simulator-based blood pressure measurement by first-year medical students

Cited by 3 publications

References 21 publications

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

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

Student Experience in Creating Simulation Videos of Expert Witness Testimony in Court: From the Theory to Practice

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