Respective value of the traditional clinical rotation and high fidelity simulation on the acquisition of clinical reasoning skills in medical students – A Randomized Controlled Trial.

Abstract

OBJECTIVETo assess the respective value of Traditional clinical rotation and High Fidelity Simulation (HFS) on the acquisition of clinical reasoning (CR) skills in Medical Students. METHODSA randomized controlled trial was conducted. Forty medical students were exposed to a full day of HFS, either during their Paediatric Term (PT) (Experimental group = PT+, HFS+) or, after completion of their PT (Control group = PT+, HFS-). CR skills were assessed by a Script Concordance Test (SCT) prior to group allocation and at the completion of PT. RESULTS39 out of 40 students completed both SCT. Scores before (mean/SD 57.4/6.7) and after (mean/SD 61.1/7.0) the PT were significantly improved (mean increase [95% confidence interval (CI)]: 3.6 [2.0-5.2]; p<0.0001; n=39). There was no added improvement from involvement in a full day of HFS in SCT scores between the experimental and the control groups (mean increase [95% CI]: 3.2 [0.5-5.9], n=18 versus 4.0 [1.9-6.1], n=21, respectively; p=0.61).

How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study

“…The scenario chosen was previously assessed for content validity and a peer-reviewed trauma scenario [19]. We chose to use only one scenario due to the resourceintensive nature of the study.…”

“…Participants' performance was assessed by means of clinical performance and time-to-treat (that is, how long it took them to achieve expected actions). The expected clinical performance included physical assessment, administration of intravenous fluids, ordering an ultrasound, administration of oxygen and was verified by expert clinicians elsewhere [19]. This data was collected through the Laerdal LLEAP® program and through observational measures.…”

Psychometric testing of the Norwegian version of the Simulation Design Scale, the Educational Practices Questionnaire and the Student Satisfaction and Self-Confidence in Learning Scale in nursing education

“…The level of fidelity is determined by the environment, the tools and resources used, and factors associated with the participants ( Almeida et al, 2018 ; Cant and Cooper, 2017 ; INACSL, 2016 ). However, SBL often requires substantial financial investment, in both equipment and personnel ( Lovett et al, 2016 ). Many stakeholders, including educators, university and hospital administrators, and clinical staff, have a vested interest in the use of simulation as a valid and reliable educational technique ( Adamson et al, 2013 ; Franklin et al, 2014 ).…”