Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills

Reed, Trent; Pirotte, Matthew; McHugh, Mary; Oh, Laura; Lovett, Shannon; Hoyt, Amy; Quinones, Donna; Adams, William; Gruener, Gregory; McGaghie, William C.

doi:10.1097/sih.0000000000000154

Cited by 67 publications

(47 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The repetition of actions in simulation scenarios facilitates the acquisition of competencies, thus justifying the implementation of simulation in learning, with the certainty that it will improve the quality of teaching in the field of medicine. This evidence meets the ideas of Reed et al 26 , who also claim to be the simulation an educational tool for medical students to learn and retain clinical skills in emergency medicine.…”

Section: Realistic Simulation As a Tool In The Development Of Skills supporting

confidence: 81%

Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Bernardo

Barbosa

et al. 2018

AIMJ

View full text Add to dashboard Cite

INTRODUCTION: Realistic simulation is increasingly present in academic curricula. The traditional method of teaching is being gradually replaced by new methodological approaches, which reliably reproduce real situations and produce technical knowledge and skills in medical students in the medical emergency.Realistic simulation is increasingly present in the academic curriculum. The traditional method of teaching is being gradually replaced by new methodological approaches, which reliably reproduce real situations and produce technical knowledge and skills in medical students in the medical emergency. The aim of this study was to carry out a systematic review of articles on realistic simulation as an educational tool in emergency medicine. A systematic review of articles on realistic simulation as an educational tool in emergency medicine, published in the corresponding period from January 1th, 2014 to October 28, 2018, was carried out in the SCOPUS database. The keywords were "simulation training", "medical students" and "emergency medicine". The research strategy resulted in 124 references. After the search for the title and summary of the citations considered for eligibility based on the inclusion criteria of the study, 106 articles were excluded, and 18 articles were retrieved and included in the final sample. The studies were distributed in 5 categories to better systematic review of the organizational quality, they are: Realistic simulation associated with the ultrasonography in the emergency; Realistic simulation and electronic devices; The effectiveness of realistic simulation in resource optimization; Impact of simulated training on student confidence; Realistic simulation as a tool in the development of skills and knowledge. This study presents the main aspects of realistic simulation as an educational tool in emergency medicine. It can be concluded that this new teaching approach has several benefits for students to learn, such as: stimulating students in the learning process, retaining technical skills in procedures, providing a safe environment for users to repeat optimization of time and financial resources.Keywords: realistic simulation, emergency medicine, educational, systematic review

show abstract

Section: Realistic Simulation As a Tool In The Development Of Skills supporting

confidence: 81%

Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Bernardo

Barbosa

et al. 2018

AIMJ

View full text Add to dashboard Cite

show abstract

“…As this will be the first application of the UCC, it is difficult to estimate a baseline pass rate for power calculations. Prior studies of other clinical skills in EM trainees show pre-test pass rates in the 45-70% range, albeit not in an SBML testing setting [32]. Pre-test communication skills vary widely in clinical practice, with most metrics reporting "excellent" ratings in the 50-80% range.…”

Section: Sample Size Calculationmentioning

confidence: 87%

“…In SBML, learners are required to meet or exceed a predetermined minimum passing standard (MPS) on a skills-based checklist or knowledge examination before completion of training. There is a large and growing body of evidence supporting the use of SBML as an educational modality for acquiring technical and procedural skills [27][28][29][30][31][32]. However, SBML has less frequently been used for acquisition of communication and interpersonal skills [33,34].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based mastery learning compared to standard education for discussing diagnostic uncertainty with patients in the emergency department: a randomized controlled trial

et al. 2020

Self Cite

View full text Add to dashboard Cite

Background: Diagnostic uncertainty occurs frequently in emergency medical care, with more than one-third of patients leaving the emergency department (ED) without a clear diagnosis. Despite this frequency, ED providers are not adequately trained on how to discuss diagnostic uncertainty with these patients, who often leave the ED confused and concerned. To address this training need, we developed the Uncertainty Communication Education Module (UCEM) to teach physicians how to discuss diagnostic uncertainty. The purpose of the study is to evaluate the effectiveness of the UCEM in improving physician communications. Methods: The trial is a multicenter, two-arm randomized controlled trial designed to teach communication skills using simulation-based mastery learning (SBML). Resident emergency physicians from two training programs will be randomly assigned to immediate or delayed receipt of the two-part UCEM intervention after completing a baseline standardized patient encounter. The two UCEM components are: 1) a web-based interactive module, and 2) a smart-phone-based game. Both formats teach and reinforce communication skills for patient cases involving diagnostic uncertainty. Following baseline testing, participants in the immediate intervention arm will complete a remote deliberate practice session via a video platform and subsequently return for a second study visit to assess if they have achieved mastery. Participants in the delayed intervention arm will receive access to UCEM and remote deliberate practice after the second study visit. The primary outcome of interest is the proportion of residents in the immediate intervention arm who achieve mastery at the second study visit. Discussion: Patients' understanding of the care they received has implications for care quality, safety, and patient satisfaction, especially when they are discharged without a definitive diagnosis. Developing a patient-centered diagnostic uncertainty communication strategy will improve safety of acute care discharges. Although use of SBML is a resource intensive educational approach, this trial has been deliberately designed to have a low-resource, scalable intervention that would allow for widespread dissemination and uptake. Trial registration: The trial was registered at clinicaltrials.gov (NCT04021771). Registration date: July 16, 2019.

show abstract

“…Traditional didactic methods of teaching are insufficient in achieving the desired learning outcomes about the management of emergencies. Only clinical exposure to the medical emergencies can render adequate training on management of acutely ill patients, which is easily addressed by simulation, which may fill a gap in the current undergraduate medical curricula (6,17,18). Studies conducted previously among medical students have found that students value simulation-based learning highly (4,9).…”

Section: Data Collectionmentioning

confidence: 99%

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Kodikara¹,

Karunaratne²,

Chandratilake³

2020

EIMJ

View full text Add to dashboard Cite

Medical students learn clinical skills related to the management of emergencies during their clerkships, mainly via peripheral participation and observation. Simulation-based training is identified as an adjunct to clinical practice enabling students to learn clinical skills in a safe environment. Nevertheless, simulation-based training is still underutilised in many countries in the developing world. The purpose of this study was to explore the value of simulation-based learning using an intermediate fidelity simulator to train medical undergraduates on the management of medical emergencies. A pilot group of 80 fourth year medical students attended four simulation-based clinical skills sessions. The students completed a self-administered evaluation, which included both open and close-ended questions postsimulation. Descriptive statistics were employed to analyse the responses to close-ended questions, and the responses to open-ended questions were analysed for recurring themes. All participating students responded to the evaluation. Students rated the simulation-based learning experience with high positivity. The self-competency of 74 (92.5%) students had increased following the sessions. The sessions have provided a "safe" learning environment to all students, and 70 (87.5%) felt it helped apply theory into practice. Thirty-three (41.2%) noted the simulation session as an important learning tool for practising clinical skills. Thirty-one (38.5%) wished to participate in more sessions, and 39 (48.7%) felt that simulation should be introduced to the curriculum from the first-year. Students have recognised intermediate fidelity simulators as a valuable learning tool to train on the management of clinical emergencies and should be integrated into undergraduate medical curricula.

show abstract

Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills

Abstract: Simulation-based mastery learning using a substantial asynchronous component is an effective way for senior medical students to learn and retain EM clinical skills. This method can be adapted to other skill training necessary for residency readiness.

Cited by 67 publications

References 29 publications

Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Simulatiom Based Education as Tool in Emergency Medicine: A Systematic Review

Simulation-based mastery learning compared to standard education for discussing diagnostic uncertainty with patients in the emergency department: a randomized controlled trial

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Contact Info

Product

Resources

About