Effect of practice on standardised learning outcomes in simulation-based medical education

2006 ◽  
Vol 40 (8) ◽  
pp. 792-797 ◽  
Author(s):  
William C McGaghie ◽  
S Barry Issenberg ◽  
Emil R Petrusa ◽  
Ross J Scalese
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Simulation Based

scholarly journals Medical Simulation-Based Learning Outcomes in Pre-Clinical Medical Education

Cureus ◽  
2020 ◽  
Author(s):  
Maxwell J Jabaay ◽  
Dario A Marotta ◽  
Stephen L Aita ◽  
Dianne B Walker ◽  
Leah O Grcevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Medical Simulation ◽  
Simulation Based

scholarly journals Man or machine? Impact of tutor-guided versus simulator-guided short-time bronchoscopy training on students learning outcomes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anke Schertel ◽  
Thomas Geiser ◽  
Wolf E. Hautz
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Flexible Bronchoscopy ◽  
Effect Sizes ◽  
Simulator Training ◽  
Undergraduate Medical Students ◽  
Simulation Based ◽  
Fellowship Programs ◽  
Short Time

Abstract Background Simulation based medical education is efficient for the acquisition of flexible bronchoscopy navigational skills and the knowledge of the tracheobronchial anatomy. However, bronchoscopy simulator training is not routinely integrated into pneumologic fellowship programs or undergraduate medical education for time and/or cost reasons. Our study compares the effect of self-guided bronchoscopy simulator training versus tutor guided training on the acquisition of navigational skills and knowledge of the bronchial anatomy. Methods Third-year undergraduate medical students were randomized to either a tutor- or simulator guided bronchoscopy simulator training focusing on the acquisition of navigational skills and the knowledge of the tracheobronchial anatomy. Every student performed a baseline bronchoscopy followed by a structured bronchoscopy simulator training and finally an assessment bronchoscopy at the end of the training program. Groups were compared by means of a repeated measurement ANOVA and effect sizes calculated as Cohens’ d. Results Fifty-four eligible students participated in the study. Knowledge of the tracheobronchial anatomy significantly increased from pre- to post training (all p < 0.001; all d > 2), navigational skills significantly decreased (all p < 0.005; all d < 1). There were no significant differences between groups. Instruction by the simulator as well as by the tutor was rated as helpful by the students. Twenty-two (84.6%) of the participants of the simulator guided group would have appreciated an additional instruction by a tutor. Conclusion Short-time simulator guided bronchoscopy training improves knowledge of the tracheobronchial anatomy in novice bronchoscopists as much as tutor guided training, but navigational skills seem to worsen in both groups. Further studies assessing transfer to clinical practice are needed to find the optimal teaching method for basic flexible bronchoscopy.

scholarly journals How to Use Moulage as a Simulation Tool in Medical Education?

2020 ◽  
Vol 2 (3) ◽  
pp. 219-222
Author(s):  
Said Said Elshama ◽  
◽  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Educational Process ◽  
Standardized Patient ◽  
Simulation Tool ◽  
Learner Engagement ◽  
Simulation Based ◽  
Tactile Cues ◽  
And Performance

The promotion of student engagement in simulation-based learning depends on authenticity, fidelity, and realism. Moulage is a simulation of illnesses or physical signs onto standardized patient or manikin via using makeup techniques or other elements acting as visual and tactile cues to promote learner engagement through more real-world experience. Therefore, moulage may be used broadly in medical education wherein its authenticity helps to improve the learning outcomes and performance of students in different medical branches such as dermatology, surgery, emergency medicine, anatomy, and forensic medicine. Nowadays, Moulage is already used in the assessment of a medical student as well as in the learning process in many medical schools. However, although the use of moulage as a creative simulation tool in medical education has a positive impact on the educational process, it faces many obstacles and challenges at the same time along with its tangible benefits. Therefore, moulage is not magic as well as it is not fantasy or mock, but it is a fantastic vehicle for representing and simulating the real event promoting realism and motivating students' engagement and immersion.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

PO-0690 Teaching Project In Neonatology Using Simulation-based Medical Education In Laos

2014 ◽  
Vol 99 (Suppl 2) ◽  
pp. A479.2-A479
Author(s):  
H Sabir ◽  
S Brenner ◽  
MB Schmid ◽  
T Kuehn ◽  
D Phouvieng ◽  
...  
Keyword(s):  
Medical Education ◽  
Simulation Based

The future of simulation based medical education: Adaptive simulation utilizing a deep multitask neural network

2021 ◽  
Author(s):  
Aaron J. Ruberto ◽  
Dirk Rodenburg ◽  
Kyle Ross ◽  
Pritam Sarkar ◽  
Paul C. Hungler ◽  
...  
Keyword(s):  
Neural Network ◽  
Medical Education ◽  
Adaptive Simulation ◽  
Simulation Based ◽  
The Future

scholarly journals What is meant by “frailty” in undergraduate medical education? A national survey of UK medical schools

2021 ◽  
Vol 12 (2) ◽  
pp. 355-362
Author(s):  
Rebecca Winter ◽  
Muna Al-Jawad ◽  
Juliet Wright ◽  
Duncan Shrewsbury ◽  
Harm Van Marwijk ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Undergraduate Medical Education ◽  
Geriatric Medicine ◽  
Treatment Decision ◽  
Medical Schools ◽  
Educational Strategies ◽  
Treatment Decision Making ◽  
Negative Perceptions ◽  
Common Learning

Abstract Purpose All UK medical schools are required to include frailty in their curriculum. The term is open to interpretation and associated with negative perceptions. Understanding and recognising frailty is a prerequisite for consideration of frailty in the treatment decision-making process across clinical specialities. The aim of this survey was to describe how frailty has been interpreted and approached in UK undergraduate medical education and provide examples of educational strategies employed. Methods All UK medical schools were invited to complete an electronic survey. Schools described educational strategies used to teach and assess frailty and provided frailty-related learning outcomes. Learning Outcomes were grouped into categories and mapped to the domains of Outcomes for Graduates (knowledge, skills and values). Results 25/34 Medical schools (74%) participated. The interpretation of what frailty is vary widely and the diversity of teaching strategies reflect this. The most common Learning outcomes included as “Frailty” are about the concept of frailty, Comprehensive Geriatric Assessments and Roles of the MDT. Frailty teaching is predominantly opportunistic and occurred within geriatric medicine rotations in all medical schools. Assessments focus on frailty syndromes such as falls and delirium. Conclusion There is variation regarding how frailty has been interpreted and approached by medical schools. Frailty is represented in an array of teaching and assessment methods, with a lack of constructive alignment to related learning outcomes. Consensus should be agreed as to what frailty means in medical education. Further research is required to explore which frailty-specific educational strategies in undergraduate medical education enhance learning.

Simulation-Based Medical Education

2003 ◽  
Vol 78 (8) ◽  
pp. 783-788 ◽  
Author(s):  
Amitai Ziv ◽  
Paul Root Wolpe ◽  
Stephen D. Small ◽  
Shimon Glick
Keyword(s):  
Medical Education ◽  
Simulation Based
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