Simulation-based training following a theoretical lecture enhances the performance of medical students in the interpretation and short-term retention of 20 cross-sectional transesophageal echocardiographic views: a prospective, randomized, controlled trial

Abstract

Background Both simulation-based training and video-based training serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training. Methods A total of 120 4th-year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture and a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, 1 week and 1 month later, respectively. The performance for each test was evaluated by five views, which were selected randomly and, respectively, from a set of 20 cross-sectional views. The primary outcome was the performance of the retention-test 1. Secondary outcomes included: (1) comparison the performances of the pre-test, post-test, and retention-test 2 between two groups; (2) comparison the performances of pre-test and post-test in the same group; (3) comparison the performances of retention-test 1, and retention-test 2 in the same group. Results Better performances were observed in Group S in both retention-test 1 (Group V: 63.2 [52.6, 77.6] vs. Group S: 89.5 [68.4, 100.0], P < 0.001) and retention-test 2 (Group V: 58.0 [48.0, 72.0] vs. Group S: 74.0 [64.0, 80.0], P < 0.001) compared to Group V. No statistically significant differences were observed in the performances of pre-test (Group V: 8.3 [4.2, 12.5] vs. Group S: 8.3 [4.2, 12.5], P = 0.825) or post-test (Group V: 46.2 [38.5, 57.7] vs. Group S: 44.2 [38.5, 56.7], P = 0.694) between the two groups. The improvement had been observed in the post-test, compared with pre-test in the same group, respectively (Group V in post-test: 46.2 [38.5, 57.7] vs. Group V in pre-test: 8.3 [4.2, 12.5], P < 0.001; Group S in post-test: 44.2 [38.5, 56.7] vs. Group S in pre-test: 8.3 [4.2, 12.5], P < 0.001). However, the performance in retention-test 2 was significantly reduced, compared with retention-test 1 in the same group, respectively (Group V in retention-test 2: 58.0 [48.0, 72.0] vs. Group V in retention-test 1: 63.2 [52.6, 77.6] P = 0.005; Group S in retention-test 2: 74.0 [64.0, 80.0] vs. Group S in retention-test 1: 89.5 [68.4, 100.0], P < 0.001). Conclusions Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training. Trial registration http://www.chictr.org.cn (ChiCTR2000033519, 3/June/2020).

Knowledge and confidence levels improvement among obstetrics residents regarding caesarean section training using video-mannequins combination

“…Furthermore, a recent study claimed cesarean section practice using mannequin simulation demonstrated important knowledge improvement, particularly in suturing ability [ 29 ]. Simulation of clinical practice improved performance more than a single video tutorial in medical students [ 19 ]. This method allowed residents to gain experiment chances repeatedly along with a minimum stress environment [ 29 ].…”

“…The other learning methods were required to achieve clinical skill competencies. Mannequin simulation and video tutorials could be alternative approaches in educational institution [ 19 ]. The limited number of mannequins causes simulations using mannequins to be carried out by students at the same location and time [ 20 ].…”

“…The other learning methods were required to accomplish clinical skill competencies. Mannequin simulation and video tutorial could be alternative approaches in the educational institution 19 . Mannequin simulation was a popular study method in obstetrics and gynecology scopes, for examples normal delivery, pap smear, and inspection of visual acetat-acid.…”

“…Both video tutorial and mannequin simulation had plenty comparisons of their study effectivities and outcomes 19,21 . Previous researches revealed that virtual media was more effective technique compared to face-to-face learning method 21 .…”

Effect of Job Satisfaction on Service Quality mediated by Lecturer Performance at State Universities

“…It is due to the growing knowledge of the community as customers, as evidenced by changes in increasingly critical attitudes, increased competition, higher demands for the workplace, and rapid technological changes. This change increases competition among universities (Zhao et al, 2021). A university should have various facilities to compare performance in providing quality service.…”