Simulation-based Training for Pelvic and Breast Physical Examination: Effect on the Anxiety and Self-confidence of Medical Students

Abstract Objective To evaluate factors associated with anxiety and the effect of simulation-based training (SBT) on student anxiety, self-confidence and learning satisfaction in relation to pelvic and breast examination. Methods A longitudinal study was conducted with 4th year medical students at the Universidade José do Rosário Vellano. A 12-item, self-report questionnaire on student anxiety at performing gynecological examinations was applied before and after SBT, with answers being given on a Likert-type scale. After training, the self-confidence levels and satisfaction of the students related to the learning process were also evaluated. Results Eighty students with a mean age of 24.1 ± 4.2 years were included in the study. Of these, 62.5% were women. Pre-SBT evaluation showed that students were more anxious at performing a pelvic examination than a breast examination (2.4 ± 1.0 versus 1.7 ± 0.8, respectively; p < 0.001). The primary reason for anxiety regarding both pelvic and breast examination was fear of hurting the patient. SBT significantly reduced student anxiety (2.0 ± 0.8 versus 1.5 ± 0.5, respectively; p < 0.001). The satisfaction and self-confidence of the students were found to be high (6.8 ± 0.3 and 6.0 ± 0.9, respectively), with no difference between genders. Conclusion The use of SBT in teaching students to perform pelvic and breast examinations resulted in reduced anxiety and increased self-confidence in a group of medical students of both genders, with high levels of satisfaction in relation to the training.

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Serious game, lectures or simulation-based mastery learning course which is the best method for training students about cardiac arrest management?

Proceedings of the 8th International Workshop on Innovative Simulation for Healthcare (IWISH 2019) ◽

10.46354/i3m.2019.iwish.009 ◽

2019 ◽

Author(s):

Giuliana Scarpati ◽

Paolo Remondelli ◽

Ornella Piazza

Keyword(s):

Cardiac Arrest ◽

Medical Students ◽

Primary Outcome ◽

Serious Game ◽

Training Time ◽

Simulation Based ◽

Before And After ◽

Second Year ◽

Cpr Training ◽

Passing Score

"Background and aim: This study aimed to compare a serious game and lectures for the pretraining of medical students before learning about simulation-based management of cardiac arrest. Methods: Participants were 150 volunteer second-year medical students between April and June 2018 randomly assigned to CPR training using either lectures (n = 75) or a serious game (n = 75). Each participant was evaluated on a scenario of cardiac arrest before and after exposure to the learning methods. The primary outcome measures were the median total training time needed for the student to reach the minimum passing score. This same outcome was also assessed three months later. Results: The median training time necessary for students to reach the minimum passing score was similar between the two groups (p=0,45). Achieving an appropriate degree of chest compression was the most difficult requirement to fulfill for students in both groups. Singing the refrain of the song ""staying alive"" significantly increased the number of compressions with the correct rate. Three months later, the median training time decreased significantly in both groups. However, students have remained interested in the serious game for a longer time showing a preference for using this method. Conclusions: The serious game was not superior to lectures to pretraining medical students in the management of a cardiac arrest."

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The Flipped Classroom Is Effective for Medical Students to Improve Deep Tendon Reflex Examination Skills: A Mixed-Method Study

10.21203/rs.3.rs-139775/v1 ◽

2021 ◽

Author(s):

Shun Uchida ◽

Kiyoshi Shikino ◽

Kosuke Ishizuka ◽

Yosuke Yamauchi ◽

Yasutaka Yanagita ◽

...

Keyword(s):

Medical Students ◽

Flipped Classroom ◽

Deep Tendon Reflex ◽

Intervention Group ◽

General Medicine ◽

Likert Scale ◽

University Hospital ◽

Control Group ◽

Self Confidence ◽

Before And After

Abstract Background: Deep tendon reflexes (DTR) are a prerequisite skill in clinical clerkships. However, many medical students are not confident in their technique and need to be effectively trained. We evaluated the effectiveness of a flipped classroom for teaching DTR skills. Methods: We recruited 83 fifth-year medical students who participated in a clinical clerkship at the Department of General Medicine, Chiba University Hospital, from November 2018 to July 2019. They were allocated to the flipped classroom technique (intervention group, n=39) or the traditional technique instruction group (control group, n=44). Before procedural teaching, while the intervention group learned about DTR by e-learning, the control group did so face-to-face. A 5-point Likert scale was used to evaluate self-confidence in DTR examination before and after the procedural teaching (1=no confidence, 5=confidence). We evaluated the mastery of techniques after procedural teaching using the Direct Observation of Procedural Skills (DOPS). Unpaired t-test was used to analyze the results of the 5-point Likert scale and DOPS. We assessed self-confidence in DTR examination before and after procedural teaching using a free description questionnaire in the two groups. Additionally, in the intervention group, focus group interviews (FGI) (7 groups, n=39) were conducted to assess the effectiveness of the flipped classroom after procedural teaching.Results: Pre-test self-confidence in the DTR examination was significantly higher in the intervention group than in the control group (2.8 vs. 2.3, P=0.005). Post-test self-confidence in the DTR examination was not significantly different between the two groups (3.9 vs. 4.1, P=0.31), and so was mastery (4.3 vs. 4.1, P=0.68). The questionnaires before the procedural teaching revealed themes common to the two groups, including “lack of knowledge” and “lack of self-confidence.” Themes about prior learning, including “acquisition of knowledge” and “promoting understanding,” were specific in the intervention group. The FGI revealed themes including “application of knowledge,” “improvement in DTR technique,” and “increased self-confidence.” Conclusions: Teaching DTR skills to medical students in flipped classrooms improves readiness for learning and increases self-confidence in performing the procedure at a point before procedural teaching.

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Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

BMC Medical Education ◽

10.1186/s12909-020-02395-9 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Jihye Yu ◽

woosuck Lee ◽

Miran Kim ◽

Sangcheon Choi ◽

Sungeun Lee ◽

...

Keyword(s):

Medical Students ◽

Nursing Students ◽

Interprofessional Education ◽

Continuous Exposure ◽

Interprofessional Practice ◽

Interprofessional Learning ◽

Simulation Based ◽

Before And After ◽

Effective Collaboration

Abstract Background Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. Methods The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. Results After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. Conclusions We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

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Simulation of childbirth improves clinical management capacity and self-confidence in medical students

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2017-000259 ◽

2018 ◽

Vol 4 (4) ◽

pp. 184-189 ◽

Cited By ~ 1

Author(s):

Paolo Mannella ◽

Rachele Antonelli ◽

María Magdalena Montt-Guevara ◽

Marta Caretto ◽

Giulia Palla ◽

...

Keyword(s):

Medical Students ◽

Training Session ◽

Hospital Environment ◽

Control Group ◽

High Fidelity ◽

Self Assessment ◽

Normal Cycle ◽

Self Confidence ◽

Before And After ◽

Physiological Childbirth

Background The learning process of physiological mechanisms of childbirth and its management are important elements in the education of medical students. In this study, we verify how the use of a high-fidelity simulator of childbirth improves competence of students in this regard.Methods A total of 132 medical students were recruited for the study in order to attend a physiological childbirth in a no-hospital environment after being assigned to two groups. The control group received only a normal cycle of lectures, while the simulation (SIM) group followed a specific training session on the simulator. Subsequently, both groups were assessed for their technical and non-technical skills in a simulated childbirth. Also, a self-assessment test regarding their self-confidence was administrated before and after simulation, and repeated after 8 weeks.Results The SIM group showed better performance in all the domains with a better comprehension of the mechanisms of childbirth, managing and assistance of labour and delivery. In addition, compared to the control group, they presented a better self-related awareness and self-assurance regarding the possibility of facing a birth by themselves.Conclusion The present study demonstrated that the use of a high-fidelity simulator for medical students allows a significant improvement in the acquisition of theoretical and technical expertise to assist a physiological birth.

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Abstract W P298: Simulation Based Acute Stroke Training for Neurology Residents

Stroke ◽

10.1161/str.46.suppl_1.wp298 ◽

2015 ◽

Vol 46 (suppl_1) ◽

Author(s):

Deependra Khanal ◽

Sara Hocker

Keyword(s):

Ischemic Stroke ◽

Acute Stroke ◽

Acute Ischemic Stroke ◽

Teaching Hospitals ◽

Self Confidence ◽

Emergency Department Nurse ◽

Simulation Based ◽

Before And After ◽

Tomography Scan ◽

Normal Head

Background: The majority of patients presenting with acute stroke in teaching hospitals are assessed by neurology residents. Simulation based training has been shown to be an effective teaching tool in medical education. We sought to determine whether simulation based training improves learner confidence in the evaluation and management of acute ischemic stroke. Methods: We devised a simulated acute stroke scenario utilizing a standardized patient instructed to act out a right hemispheric syndrome and an emergency department nurse. Scenarios were performed in May/June of 2013 and April/May of 2014. Laboratory values, vitals, electrocardiogram and a normal head computerized tomography scan were shown to the residents. Residents were expected to efficiently take a focused history, perform an NIHSS exam, evaluate exclusion and inclusion criteria, obtain informed consent for thrombolysis administration and give the correct dose of t-PA. Following t-PA administration, the patient develops an acute severe headache and the learner is evaluated on whether they immediately discontinue the infusion and initiate appropriate management steps for t-PA associated hemorrhage. Following the scenario the learner met one on one with staff for a debriefing session. Learner confidence in the management of acute stroke was assessed before and after the simulation experience using a 5 point Likert scale with 1=novice, 3=competent and 5=expert. Following the simulation, learners were asked to evaluate the experience (poor, needs improvement, good or outstanding). Results: 21 Neurology residents completed the scenario (11 in 2013 and 10 in 2014). Learner confidence improved from mean 2.81(SD-0.88) to 3.36(SD-0.73), p=0.03. Evaluations were favorable with all residents reporting a ‘good’ or ‘outstanding’ experience. Conclusion: We have demonstrated that simulation training in the evaluation of acute ischemic stroke among neurology residents is feasible and improves learner self-confidence.

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Medical Students’ Stress Levels and Sense of Well Being after Six Weeks of Yoga and Meditation

Evidence-based Complementary and Alternative Medicine ◽

10.1155/2016/9251849 ◽

2016 ◽

Vol 2016 ◽

pp. 1-7 ◽

Cited By ~ 13

Author(s):

Lona Prasad ◽

Aneesha Varrey ◽

Giovanni Sisti

Keyword(s):

Medical Students ◽

Perceived Stress ◽

Well Being ◽

Self Assessment ◽

Self Confidence ◽

Stress Levels ◽

Before And After ◽

Survey Results ◽

Personal Wellbeing ◽

Reducing Stress

Objective. To determine the effect of six weeks of yoga and meditation on medical students’ levels of perceived stress and sense of wellbeing prior to taking their exams. Methods. We conducted a prospective case-control study of first-through-third-year medical students at our academic institution, measuring levels of perceived stress and sense of wellbeing before and after a six-week yoga and meditation intervention. Questionnaires used for evaluation included the perceived stress scale (PSS) and self-assessment surveys (SAS). The postintervention surveys were completed on the day of the students’ written exams. Results. A total of thirteen women and fourteen men participated. Median age was 28 (24 yrs–32 yrs). 48.1% were Caucasian, 7.4% Black, 11.1% Hispanic, 11.1% Asian, and 22.2% other. Paired t-tests showed a statistically significant reduction in perceived stress (18.44 versus 14.52; p=0.004) after the six-week yoga and meditation program. After the yoga intervention, self-assessment survey results showed a significant improvement in feelings of peace, focus, and endurance. Improvements in happiness, positivity, personal satisfaction, and self-confidence were also seen. An improvement in unsubstantiated parameters such as patience and fatigue was observed. Conclusion. Yoga and meditation may be effective in reducing stress levels and improving aspects of personal wellbeing in medical students.

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PENGARUH PENERAPAN SENAM HOOK UPS TERHADAP TINGKAT PERCAYA DIRI ANAK

Jurnal Kesehatan ◽

10.38165/jk.v5i1.157 ◽

2020 ◽

Vol 5 (1) ◽

pp. 441-448

Author(s):

R. Nur Abdurakhman ◽

Eva Latifatul Fajriyah

Keyword(s):

T Test ◽

P Value ◽

Test Statistics ◽

Confidence Levels ◽

Self Confidence ◽

Before And After ◽

Post Test ◽

Comparison Groups ◽

Quasi Experimental ◽

Paired T Test

Salah satu aspek yang perlu diperhatikan pada siswa sekolah adalah percaya diri (self confidence), percaya diri merupakan salah satu modal dalam kehidupan yang harus ditumbuhkan pada setiap siswa agar mereka dapat menjadi manusia yang bisa mengontrol berbagai aspek yang ada pada dirinya.masalah fisik, obesitas dan kurangnya berat badan, keterlambatan dalam menerima pelajaran dikelas, yang mengakibatkan seorang anak kurang percaya diri. salah satu metodenya yaitu dengan memberikan gerakan senam hook ups. Adapun tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan senam hook ups terhadap peningkatan percaya diri anak kelas dua. Metode penelitian yang digunakan adalah eksperimen semu atau quasy eksperimen tanpa kelompok pembanding (one group pretest and post test), dengan jumlah sampel sebanyak 35 siswa/i kelas dua MIN Guwa Kidul. Pengumpulan data selama satu bulan untuk pre test dilakukan dengan responden mengisi kuisioner sebelum intervensi, post test dilakukan pengumpulan data pada minggu ke empat . Uji statistik dengan Uji Paired t – test dengan nilai t- post test 85.636 dan p Value 0.000.Hasil uji statistik didapatkan bahwa ada perbedaan tingkat percaya diri sebelum dan sesudah dilakukan senam Hook Ups dengan nilai mean 0,32 dan menunjukkan ada peningkatan tingkat percaya diri setelah dilakukan senam Hook Ups ( p value 0,000).Kata Kunci : senam Hook Ups, tingkat percaya diri.ABSTRACTOne aspect to note is the school student confidence (self-confidence), self-confidence is one of the capital in a life that must be grown on each student so that they can be a man who can control every aspect of the physical dirinya.masalah, obesity and lack of weight gain, delays in receiving lessons in class, which resulted in a child's lack of confidence. one method is to provide the hook ups gymnastics movement. The purpose of this study was to determine the effect of the application of gymnastics hook ups to the increased confidence graders.The method used was experimental or quasi-experimental Quasy without comparison groups (one group pretest and post-test), with a sample size of 35 students / class i MIN Guwa two Kidul. The collection of data for a month to pre-test conducted with respondents fill out questionnaires before the intervention, post-test data collection at week four. Test statistics with the Paired t- test, post test 85.636 and p Value 0.000.Statistical test results showed that there are differences in confidence levels before and after exercise Hook Ups with a mean of 0.32 and showed no increase in confidence levels after exercise Hook Ups (p value 0.000).Keywords : gymnastics Hook Ups, confidence level.

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Sex-typing of Physical Activities and Success Predictions of Children before and after Cross-sex Competition

Journal of Sport Psychology ◽

10.1123/jsp.1.1.43 ◽

1979 ◽

Vol 1 (1) ◽

pp. 43-52 ◽

Cited By ~ 24

Author(s):

Charles B. Corbin ◽

Charles Nix

Keyword(s):

State Anxiety ◽

Motor Task ◽

Lower State ◽

Motor Tasks ◽

Sex Typing ◽

Confidence Levels ◽

Self Confidence ◽

Before And After ◽

Motor Activities ◽

Male Activity

Elementary school children, 20 boys and 20 girls, served as subjects in this investigation designed to determine how children sex-typed each of three different motor activities and to study their success predictions before and after cross-sex competition. Results of the study indicated that both boys and girls sex-typed a motor task requiring strength, speed, and power as a “male” activity, while the two other motor tasks were characterized as “male-female.” The self-confidence levels of girls, as measured by success predictions were lower than boys prior to competition but only for the “male” activity. After cross-sex competition in which girls succeeded as often as the boys, self-confidence of girls was no different than for boys. There were no sex differences in postcompetition state anxiety levels. All subjects regardless of sex were more threatened after competing in a “male” as opposed to a “male-female” activity, and they experienced lower state anxiety following successful rather than unsuccessful competition.

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Sixth Class Students' Performance and Confidence Levels Before and After Training in Clinical Skills Laboratories

International Journal of Medical Students ◽

10.5195/ijms.2017.170 ◽

2017 ◽

Vol 5 (1) ◽

pp. 26-31

Author(s):

Ali Mustafa Abualhayja'a ◽

Handan Ankarali ◽

Ramez Alyacoub, ◽

Ala' Abudayeh ◽

Sara Alsaoud, ◽

...

Keyword(s):

Medical Students ◽

Clinical Skills ◽

Venous Access ◽

Tube Placement ◽

Training Methods ◽

Undergraduate Medical Students ◽

Arterial Access ◽

Confidence Levels ◽

Skills Laboratory ◽

Before And After

Background: Acquisition of basic clinical skills by undergraduate medical students is becoming of greater concern. Clinical skills laboratories may provide a comfortable environment for training and may allow students to gain adequate performance level. The aim of this study is to evaluate students' performance and confidence levels before and after training of selected procedural skills; also to explore students' expectation towards skills laboratory training. Methods: Two questionnaires were conducted before and after training sessions in the clinical skills laboratory, school of medicine, University of Jordan, Amman, Jordan. The skills selected for this study: suture practice, venous access, arterial access, intradermal and intramuscular injection, central venous cannulation, male and female urinary catheterization, nasogastric tube placement and rectal examination. Although fifty-seven 6th year medical students filled the first questionnaire at the beginning before training, only 29 students could attend all training sessions, and fill the second questionnaire. Results: For all trained clinical skills, the mean students' performance scores and confidence levels were significantly increased after training (P <0.001). Expectations of students for skills laboratory were high. Conclusions: The students' performance and confidence levels were significantly improved after training in the clinical skills laboratory.

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A study to assess and develop injection administration skill in medical undergraduates of GMC, Bhopal

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20185278 ◽

2018 ◽

Vol 6 (1) ◽

pp. 390

Author(s):

Padma Bhatia ◽

Harshima Sawlani ◽

Rajesh Tarachandani

Keyword(s):

Experimental Study ◽

Medical Students ◽

Drug Administration ◽

Medical Practice ◽

Injection Technique ◽

Significant Gain ◽

Self Confidence ◽

Before And After ◽

Quasi Experimental ◽

Medical Undergraduates

Background: Injections are one of the vital route of drug administration in emergency medical practice. WHO has estimated that out of 12 billion injections administered worldwide annually 50% are unsafe and 75% are unnecessary. Despite of humungous efforts medical students still lack the confidence in injecting drugs due to stress for post graduation selection. The objectives of the study were to assess the knowledge of students regarding administration of I.M. and I.V. injections; to make students confident and skilful about administration of I.M. and I.V. injections and to assess the proportion of students who can skilfully administer I.V. and I.M. before and after this intervention.Methods: This was a Quasi experimental study carried out on 150 students of junior final medical students of GMC Bhopal for a period of three months.Results: Out of effective 136 students, 93.4% had ever seen I.M./ I.V. administration. 29.4% have administered I.M. and 16.9% I.V. injection ever. A significant increase in knowledge regarding I.M. and I.V. administration technique is observed following interventional training of the participants. Significant gain in self confidence among the students was perceived.Conclusions: There was a convincing increase in skillful knowledge and self-confidence for parenteral injection technique among medical undergraduates.

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