Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills

Abstract Background Following neonatal resuscitation program (NRP) training, decay in clinical skills can occur. Simulation-based deliberate practice (SBDP) has been shown to maintain NRP skills to a variable extent. Our study objectives were (a) to determine whether a single 30 min simulation-based intervention that incorporates SBDP and mastery learning (ML) can effectively restore skills and prevent skill decay and (b) to compare different timing options. Methods Following NRP certification, pediatric residents were randomly assigned to receive a video-recorded baseline assessment plus SBDP-ML refresher education at between 6 and 9 months (early) or between 9 and 12 months (late). One year following initial certification, participants had repeat skill retention videotaped evaluations. Participants were scored by blinded NRP instructors using validated criteria scoring tools and assigned a global performance rating score (GRS). Results Twenty-seven participants were included. Residents in both early and late groups showed significant skill decay 7 and 10 months after initial NRP. SBDP-ML booster sessions significantly improved participants’ immediate NRP performance scores (p<0.001), which persisted for 2 months, but were again lower 4 months later. Conclusions NRP skills may be boosted to mastery levels after a short SBDP-ML intervention and do not appear to significantly decline after 2 months. Brief booster training could potentially serve as a useful supplement to traditional NRP training for pediatric residents.

Download Full-text

Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

10.21203/rs.3.rs-28992/v1 ◽

2020 ◽

Author(s):

Roghaye Mehdipour-rabori ◽

Behnaz Bagheryan ◽

monirsadat nematollahi

Keyword(s):

Experimental Study ◽

Nursing Education ◽

Nursing Students ◽

Clinical Teaching ◽

Clinical Skills ◽

Mastery Learning ◽

Intervention Group ◽

Control Group ◽

Simulation Based ◽

Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

Download Full-text

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

BMC Medical Education ◽

10.1186/s12909-019-1894-2 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 2

Author(s):

Judith Hough ◽

Daniel Levan ◽

Michael Steele ◽

Kristine Kelly ◽

Megan Dalton

Keyword(s):

Student Satisfaction ◽

Student Performance ◽

Self Efficacy ◽

Clinical Decision Making ◽

Learning Strategy ◽

Clinical Skills ◽

Future Research ◽

Clinical Placements ◽

Paediatric Patients ◽

Simulation Based

Abstract Background The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Methods Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. Results For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p < 0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

Download Full-text

Simulation-based mastery improves nursing skills in BSc nursing students: a quasi-experimental study

BMC Nursing ◽

10.1186/s12912-020-00532-9 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Roghayeh Mehdipour –Rabori ◽

Behnaz Bagherian ◽

Monirsadat Nematollahi

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Clinical Skills ◽

Mastery Learning ◽

Intervention Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Simulation Based ◽

Traditional Training ◽

Quasi Experimental

Abstract Background Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019. Methods This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics. Results The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p< 0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control. Conclusion These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

Download Full-text

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

10.21203/rs.3.rs-28992/v4 ◽

2020 ◽

Author(s):

Roghaye Mehdipour-Rabori ◽

Behnaz Bagherian ◽

Monirsadat Nematollahi

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Clinical Skills ◽

Mastery Learning ◽

Intervention Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Simulation Based ◽

Traditional Training ◽

Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence the quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). A hundred and five students were selected by random convenience sampling, and written consent was obtained. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students' performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, the Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing a mastery-based learning model.

Download Full-text

Simulation-based mastery improved nursing skills in BSc Nursing Students: a quasi-experimental study

10.21203/rs.3.rs-28992/v3 ◽

2020 ◽

Author(s):

Roghaye Mehdipour-rabori ◽

Behnaz Bagheryan ◽

monirsadat nematollahi

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Clinical Skills ◽

Mastery Learning ◽

Intervention Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Simulation Based ◽

Traditional Training ◽

Quasi Experimental

Abstract Background: Clinical education is an essential part of nursing education. Selected clinical teaching methods influence quality of education. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills. This study aimed to assess the effect of the simulation-based mastery learning on the clinical skills of undergraduate nursing students from 2017 to 2019.Methods: This quasi-experimental study was conducted with two groups (the control and intervention). After written consent was received, 105 students were selected by random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training. The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21, and descriptive and inferential statistics.Results: The results showed no significant differences between the two groups before the intervention (p> 0.05). In addition, students’ performance in the intervention and control groups improved significantly at the post-test compared with the baseline (p<0.05). Furthermore, Cohen test implied that the simulation-based mastery model used by the intervention group was significantly more effective than the traditional training used by the control.Conclusion: These findings showed that mastery learning was more effective in improving clinical skills in undergraduate nursing students. The results suggest that other nursing and health programs can be developed by implementing mastery-based learning model.

Download Full-text

Retention of Critical Care Skills After Simulation-Based Mastery Learning

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00033.1 ◽

2013 ◽

Vol 5 (3) ◽

pp. 458-463 ◽

Cited By ~ 27

Author(s):

Farzad Moazed ◽

Elaine R. Cohen ◽

Nicholas Furiasse ◽

Benjamin Singer ◽

Thomas C. Corbridge ◽

...

Keyword(s):

Critical Care ◽

Patient Care ◽

Clinical Skills ◽

Mastery Learning ◽

Boot Camp ◽

Skill Retention ◽

Actual Patient ◽

Testing Occasion ◽

Simulation Based

Abstract Background Whether cognitive and patient care skills attained during simulation-based mastery learning (SBML) are retained is largely unknown. Objective We studied retention of intensive care unit (ICU) clinical skills after an SBML boot camp experience. Methods Forty-seven postgraduate year (PGY)-1 residents completed SBML intervention designed to increase procedural, communication, and patient care skills. The intervention included ICU skills such as ventilator and hemodynamic parameter management. Residents were required to meet or exceed a minimum passing score (MPS) on a clinical skills examination before starting actual patient care. Skill retention was assessed in 42 residents who rotated in the medical ICU. Residents received a standardized 15-minute booster teaching session reviewing key concepts during the first week of the rotation. During the fourth week of their rotation, PGY-1 residents completed a clinical skills examination at the bedside of an actual ICU patient. Group mean examination scores and the proportion of subjects who met or exceeded the MPS at each testing occasion were compared. Results Residents scored a mean 90% (SD = 6.5%) on the simulated skills examination immediately after training. Residents retained skills obtained through SBML as the mean score at bedside follow-up testing was 89% (SD = 8.9%, P = .36). Thirty-seven of 42 (88%) PGY-1 residents met or exceeded the MPS at follow-up. Conclusion SBML leads to substantial retention of critical care knowledge, and patient care skills PGY-1 boot camp is a highly efficient and effective model that can be administered at the beginning of the academic year.

Download Full-text