The effect of supplemental high Fidelity simulation training in medical students

Meyers, Lori; Mahoney, Bryan; Schaffernocker, Troy; Way, David P.; Winfield, Scott; Mavarez-Martinez, Ana; Palettas, Marilly; Lipps, Jonathan

doi:10.1186/s12909-020-02322-y

Cited by 14 publications

(10 citation statements)

References 17 publications

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“…Padilha et al [ 14 ] describe the development of knowledge as influenced by both student’s intrinsic factors as well as extrinsic factors such as satisfaction. Our experience is in keeping with studies described in the literature including that by Meyers et al [ 15 ], an observational pilot study that showed supplemental simulation-based training using a high-fidelity manikin improved overall satisfaction in preclinical medical students.…”

Section: Discussionsupporting

confidence: 86%

“…Limitations of the simulation technology also require consideration. In clinical practice, patients may present atypically, and a disadvantage of simulation-based bedside teaching is that these subtle nuisances and atypical presentations are not conveyed as well as when compared with a true patient presentation [ 15 ]. Simulation-based teaching may therefore not always represent a suitable alternative, particularly when there is advocation for preserving bedside teaching even in the face of new technologically assisted learning methods, with beliefs being held that nothing can simulate real patient encounters [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

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An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

Ajab¹,

Pearson²,

Dumont³

et al. 2022

JMIR Med Educ

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Background Bedside teaching is integral to medical education and has been highlighted to improve clinical and communication skills, as well as clinical reasoning. Despite the significant advantages of bedside teaching, its usage within medical education has been declining, and COVID-19 has added additional challenges. The pandemic has resulted in a significant reduction in opportunities to deliver bedside teaching due to risk of viral exposure, patients declining student interactions, and ward closures. Educators have therefore been required to be innovative in their teaching methods, leading to the use of online learning, social media platforms, and simulation. Simulation-based education allows for learning in a low-risk environment and affords the opportunity for deliberated repeated practice with case standardization. The results demonstrate that simulation-based training can increase students’ confidence, increase the rates of correct clinical diagnoses, and improve retention of skills and knowledge when compared with traditional teaching methods. Objective To mitigate the impact of COVID-19 upon bedside teaching for third year students at Hull York Medical School amid closure of the cardiorespiratory wards, a high-fidelity simulation-based model of traditional bedside teaching was designed and implemented. The objectives of the teaching session were to enable students to perform history taking and a focused cardiorespiratory clinical examination in a COVID-19–safe environment using SimMan 3G. Methods Four clinical teaching fellows with experience of simulation-based medical education scripted histories for 2 common cardiorespiratory cases, which were asthma and aortic stenosis. The simulation sessions were designed for students to take a focused cardiorespiratory history and clinical examination using SimMan 3G. All cases involved dynamic vital signs, and the simulator allowed for auscultation of an ejection systolic murmur and wheezing in accordance with the cases chosen. Key aspects of the pathologies, including epidemiology, differential diagnoses, investigations, and management, were summarized using an interactive PowerPoint presentation, followed by a debriefing session. Results In total, 12 third year medical students undertook the sessions, and overall feedback was highly positive. Of the 10 students who completed the feedback questionnaires, 90% (n=9) felt more confident in their clinical examination skills following the teaching; 100% (n=10) of the students responded that they would recommend the session to a colleague; and implementation of regular simulation was frequently requested on feedback. These results are in keeping with the current literature. Conclusions Bedside teaching continues to face ongoing challenges from the COVID-19 pandemic as well as declining patient recruitment and fluctuations in clinical findings. The support for simulation-based medical education is derived from high-quality studies; however, studies describing the use of this technology for bedside teaching in the undergraduate curriculum are limited. The authors describe a highly effective teaching session amid the pandemic, which allowed for maintenance of staff and student safety alongside continued education during a challenging time for educators globally.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

Ajab¹,

Pearson²,

Dumont³

et al. 2022

JMIR Med Educ

View full text Add to dashboard Cite

show abstract

“…In addition, this study corroborated other reports. Professional knowledge improved after the simulation, with the participants' scores being higher than values before simulation [9]. In a previous report, students who practiced with task variation did not outperform those who practiced repeatedly on the same task; in this study experience in myocardial infarction had no significant influence on knowledge improvement in asthma scenario [10,23].…”

Section: Discussioncontrasting

confidence: 55%

“…As mentioned in previous reports, there is no doubt about the benefits of SBT in learning asthma exacerbation, but whether more simulation-based training would be better is unknown [3,6,9]. It was demonstrated that students progress rapidly and acquire higher performance scores after practicing with different scenarios or repeatedly practicing on the same scenario [10].…”

Section: Introductionmentioning

confidence: 91%

Simulation-based training in asthma exacerbation for medical students: effect of prior exposure to simulation training on performance

Liu

Chen

et al. 2022

BMC Med Educ

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Objectives To evaluate the effect of prior exposure to simulation-based training on medical students’ performance in simulation-based training in asthma exacerbation. Methods Third-year novice medical students, who had no prior experience in simulation education and completed diagnostics and internal medicine courses, were recruited in this prospective observational study and divided into the pre-exposure and unexposed groups. Each group received a four-hour asthma exacerbation simulation-based training. The pre-exposure group was exposed to a myocardial infarction simulation training two weeks prior to the asthma simulation training. The main outcome was the performance scores in clinical skills and abilities. Performance and task checklist completion were recorded during the training. In addition, the knowledge level was tested before and after the simulation training. Students’ satisfaction was evaluated using a feedback questionnaire. Results In a class of 203 third-year novice medical students, 101 (49.8%) and 102 (50.2%) were assigned to the unexposed and pre-exposure groups, respectively. Scores were higher in the post-simulation test compared with the pre-simulation test. Checklist completion was greater in the pre-exposure group compared with the unexposed group (p < 0.001). Performances in communication and medical humanistic care were better in the pre-exposure group than in the unexposed group (p < 0.001). There were no differences in medical history taking, physical examination, auxiliary examination interpretation and treatment formulation between the two groups (p > 0.001). Totally 73.21% and 26.13% of students strongly agreed and agreed, respectively, that asthma exacerbation simulation-based training was necessary and valuable. Conclusions Prior exposure to simulation training can improve performance in medical students, including communication skills, medical humanistic care and checklist completion in subsequent asthma exacerbation simulation-based training.

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“…"The technological advancements of the simulation devices along with the research in healthcare simulation in the last two decades have encouraged the implementation of simulation-based medical education (SBME) in the medical field" [6]. "High-fidelity patient simulators as part of the SBME provides great opportunities to medical students for early exposure to the clinical environment by imitating real-life clinical scenarios and learning their management in a safe environment" [7]. These guided and interactive experiences simulate real clinical settings that vastly support students' understanding of the relevant topics [8,9].…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of High-fidelity Simulation-based Education in Enhancing Knowledge among Undergraduate Medical Students

Pal

Kumar²,

Soe³

et al. 2023

AJMAH

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Background: Medical education has experienced important changes in recent times. The concern for patient's safety is one of the key reasons for the change in medical curricula. Innovative instructional methods like simulation-based medical education (SBME) has evolved to address this problem. SBME has become an essential part of education and training for health professionals in many parts of the world. There are evidences that support that high-fidelity simulation (HPS) training has enhanced clinical knowledge among medical students. Aims: The objective of this study was to note the differences in the knowledge made by high-fidelity simulation-based medical education among undergraduate medical education. Study Design: It was a quasi-experimental time series study with Pre-test and Post-test interventions. Place and Duration of Study: Clinical Skills Lab, Faculty of Medicine, Manipal University College Malaysia, Melaka, between October 2015 and September 2017. Methodology: The study involved 347 final year undergraduate medical students. The participants were divided into groups during the simulation sessions and their knowledge was assessed individually with Multiple Choice Questions (MCQ) and also self-reported Pre-test and Post-tests. Paired t-test was used to determine the difference of MCQ scores between pre and post simulation sessions. One-way repeated measure ANOVA was performed to determine the significant difference in knowledge assessment of self-reported Pre-test and Post-test scores. P value < .001 was taken to be of statistical significance. Results: In the unpaired t-test, Post-test MCQ scores were higher than Pre-test scores but not statistically significant (P = .013). A one-way repeated measured ANOVA with Bonferroni post hoc analysis demonstrated that the total scores of the self-reported knowledge tests were significantly increased over time (P < .001). Conclusion: There is enhancement of knowledge as perceived by the students with self-reported knowledge tests but not statistically significant as revealed by the MCQ scores.

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The effect of supplemental high Fidelity simulation training in medical students

Cited by 14 publications

References 17 publications

An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

An Alternative to Traditional Bedside Teaching During COVID-19: High-Fidelity Simulation-Based Study

Simulation-based training in asthma exacerbation for medical students: effect of prior exposure to simulation training on performance

The Efficacy of High-fidelity Simulation-based Education in Enhancing Knowledge among Undergraduate Medical Students

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