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Simulation activities increase medical student question performance compared to paper clinical case conferences
Author(s) -
Harris David M,
Laudadio Rachel,
Campos Diego,
Ryan Kathleen
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.519.10
Subject(s) - perception , class (philosophy) , medical education , medicine , fidelity , psychology , computer science , artificial intelligence , telecommunications , neuroscience
The use and effectiveness of high fidelity patient simulators (PS) in preclinical medical education has not been as well studied as during the clinical years. The goal of this study was to determine whether a simulation activity (SIM) would enhance learning of cardiovascular function curves and acid base physiology better than a paper, clinical case conference (Con). Both the SIM and Con focused on the same clinical cases (heart failure in the CV module and COPD in the pulmonary module). Methods The Year 1 medical student class (n=192) was divided approximately into two halves with half doing a Con (group A) and the other half doing a SIM during the CV module (group B). During the pulmonary module group A did the SIM while group B did the Con. Switching of the groups allowed student participation in both modes of learning and served as a control. Student learning was assessed by performance on a quiz/exam question pertaining to the modules. We also asked a survey question to assess student perception of learning. Results A higher % of students in the SIM groups got the correct answer on both the cardiac module quiz (64.6% vs. 56.0%) and on the pulmonary module exam (77.6% vs. 72.3%) than students participating in the Con. Despite the higher % of students getting the answer correct following the SIM, student perception was that they had not learned the material as well in the SIM center. The only outstanding exception was that they felt that the SIM helped them to realize the importance of teamwork more than the Con. Conclusion These data suggest that SIM activities may facilitate student understanding of CV function curves and acid base physiology better than a paper, clinical case Con. Additionally, SIM activities may be an avenue to develop team building skills in the preclinical years.