Simulation: an Innovative Approach to Engaging Preclinical Medical Students with Bioethics

Bishop, Clayton; Maradiaga, Gerardo; Freeman, Kendall R; Peters, Timothy R.; Jackson, Jennifer

doi:10.1007/s40670-020-01159-w

Cited by 5 publications

(4 citation statements)

References 27 publications

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“…The current study also showed that both modalities were thought to bring the subject matter closer to reality, although the high-fidelity simulation was considered significantly more immersive. It is worth reiterating that simulation has been increasingly used by medical schools to provide students with a safe environment to practice various skills, ranging from hands-on medication administration to complex decision-making skills that mimic real-life clinical scenarios (50). Simulation comes in various levels of fidelity.…”

Section: Discussionmentioning

confidence: 99%

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

Kaddoura,

Faraji,

Otaki

et al. 2024

Preprint

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Introduction Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. Methods This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students’ perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. Results There was no statistically significant difference in students’ knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students’ satisfaction, to both confirmation and expansion of the systemic viewpoint around students’ preferences, and lastly to refinement in relation to the perspective around retained knowledge. Conclusion High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students’ retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective. Key terms pharmacology; high-fidelity simulation; case-based tutorial; undergraduate medical education; mixed methods research; data integration; joint display analysis; Kirkpatrick evaluation model; Learning-Transfer Evaluation Model; adult learning theory; self-regulated learning; Kolb’s experiential learning theory; social constructionism theory; assessment; evaluation; performance; perception; knowledge retention; Dubai; United Arab Emirates; Middle East and North Africa

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Section: Discussionmentioning

confidence: 99%

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

Kaddoura,

Faraji,

Otaki

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…9,46 Where this process is difficult, or the setting is hard-toreach, computer-based patient simulation could be an alternative that incorporates the ethics of healthcare delivery and managed care. 38,47 D) Exploring non-medical disciplines:…”

Section: C) Teaching the Patient Perspectivementioning

confidence: 99%

Teaching and Learning Medical Ethics: How to Bring Positive Change

Nurunnabi¹,

Hasan²,

Quddus³

et al. 2022

Comm. Based Med J

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Decision making in healthcare does not depend only on mastery of knowledge, clinical skills, and technical competencies, rather it is largely influenced by ethical competences of the physicians. Teaching medical ethics in undergraduate medical education (MBBS programme in Bangladesh) helps medical students recognize the importance of being sensitive to ethical issues within everyday clinical practice and develop in them the ability to effectively address the concerns of patients and families, as well as participants in health research and larger society. In medical practice, its ethical component is treated as an obligatory one, no matter what the specialty is. The importance of ethics in medicine is increasing greatly day by day; its dimensions are also changing. In this review paper, we have tried to discuss some effective changes in medical ethics curriculum, methods of teaching and learning, faculty development, and institutional culture. All stakeholders should think about it and take necessary actions into that direction, which will ultimately lead to building a more ethical, more patient-centred, more professional medical community in the country. CBMJ 2022 July: vol. 11 no. 02 P: 167-175

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“…In addition to disease management, research suggests that simulation may be used to teach communication skills to preclinical and early clinical health care students (Alvarez & Schultz, 2018; Bishop et al, 2021; Engerer et al, 2016; Gibson & Davidson, 2016). Preclinical dental students reported improved communication self-confidence after participation in an experiential learning curriculum that included simulation (Alvarez & Schultz, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Among dietetics students, SP-based preclinical simulation has also resulted in improved observational communication scores (Gibson & Davidson, 2016). Although a promising foundation, students are predominately nonnursing, and outcomes are limited to learner self-reports and nonvalidated metrics (Alvarez & Schultz, 2018;Bishop et al, 2021;Bowers et al, 2022;Sherman & Johnson, 2019;Gibson & Davidson, 2016;Moxley et al, 2021;Smith et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Preclinical simulation integrated into a nurse practitioner disease management course: Student perceptions and learning outcomes

Fitz¹,

Burt²

2023

J Am Assoc Nurse Pract

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Nurse practitioner (NP) educators have been tasked with incorporating simulation into preclinical curricula while pivoting to competency-based education. Despite evidence supporting simulation's role in preclinical health care education, limited scholarship has evaluated this educational method among NP students. We sought to evaluate student perceptions, learning satisfaction, and confidence after participation in an experientially designed, preclinical, simulation program and to compare levels of clinical communication self-efficacy and self-rated, clinical rotation preparedness before and after participation. The preclinical simulation program was designed, implemented, and evaluated within a disease management course. Students reported high levels of satisfaction and confidence with learning. Clinical communication self-efficacy (t[17] = 3.73, p < .01) and self-rated levels of clinical rotation preparedness (t[17] = 22.97, p < .01) were significantly higher after program participation. Simulation may be successfully implemented in preclinical disease management courses. Positive program evaluations create a foundation for further competency-based NP educational design using simulation. Faculty should consider implementing experientially designed preclinical simulation in NP programs to promote progression toward competency within the NP role and to encourage clinical readiness.

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Simulation: an Innovative Approach to Engaging Preclinical Medical Students with Bioethics

Cited by 5 publications

References 27 publications

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

Teaching and Learning Medical Ethics: How to Bring Positive Change

Preclinical simulation integrated into a nurse practitioner disease management course: Student perceptions and learning outcomes

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