0007 Simulation based medical education as a student selected component for medical students

2015 ◽  
Author(s):  
Graham Fent ◽  
Alan Gopal ◽  
Makani Purva
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Simulation Based

Peer-assisted learning in simulation-based medical education: a mixed-methods exploratory study

2020 ◽  
pp. bmjstel-2020-000645
Author(s):  
Leo Nunnink ◽  
Andrea Thompson ◽  
Nemat Alsaba ◽  
Victoria Brazil
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Medical Students ◽  
Focus Group ◽  
Exploratory Study ◽  
Free Text ◽  
Perceived Benefits ◽  
Simulated Environment ◽  
Simulation Based ◽  
Peer Teachers

IntroductionPeer-assisted learning (PAL) is well described in medical education but there has been little research on its application in simulation-based education (SBE). This exploratory study aimed to determine the perceptions of senior medical students at two universities to teaching and learning in SBE using PAL (PAL-SBE).MethodsNinety-seven medical students at two universities working in small groups with facilitator oversight wrote, ran and debriefed a simulation scenario for their peers.This was a mixed-methods study. Participants completed a written free-text and Likert survey instrument, and participated in a facilitated focus group immediately after the scenario. Thematic analysis was performed on the free-text and focus group transcripts.ResultsStudent-led scenarios ran without major technical issues. Instructor presence was required throughout scenario delivery and debrief, making the exercise resource intensive. Participant responses were more positive regarding learning as peer teachers in simulation than they were regarding participation as a peer learner. Five themes were identified: learning in the simulated environment; teaching in the simulated environment; teaching peers and taking on an educator role; learning from peers; and time and effort expended. Perceived benefits included learning in depth through scenario writing, improved knowledge retention, understanding the patient’s perspective and learning to give feedback through debriefing.ConclusionPAL in SBE is feasible and was perceived positively by students. Perceived benefits appear to be greater for the peer teachers than for peer learners.

scholarly journals Erratum

2017 ◽  
Vol 4 ◽  
pp. 238212051772426
Keyword(s):  
Medical Education ◽  
Critical Care ◽  
Medical Students ◽  
University Of Kansas ◽  
Curricular Development ◽  
School Of Medicine ◽  
Learner Centered ◽  
Johns Hopkins University ◽  
Simulation Based ◽  
Incorrect Information

Toy S, McKay RSF, Walker JL, Johnson S, Arnett JL. Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills. Journal of Medical Education and Curricular Development.2017;4. DOI: 10.1177/2382120516684829. In the published version of this article, the affiliation of the authors included some incorrect information. Toy S moved to a new institution when the article was in production. The correct affiliation of all the authors are given here. Toy S - Department of Anesthesiology & Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA. McKay RSF, Walker JL, Johnson S, Arnett JL - Department of Anesthesiology, University of Kansas School of Medicine, Wichita, KS, USA. SAGE regrets the error.

Abstract WP259: Simulation Based Medical Education in Interprofessional Education: Acute Stroke Management Model

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Brett Johnson ◽  
Leann Horsley ◽  
Trent Reed ◽  
Donna Quinones ◽  
Viva Siddall ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Acute Stroke ◽  
Team Performance ◽  
Interprofessional Education ◽  
Stroke Care ◽  
Stroke Management ◽  
Acute Stroke Care ◽  
Stroke Team ◽  
Simulation Based

Introduction: Simulation-based medical education (SBME) is an established tool for training and certifying providers for critical situations such as ACLS. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is a program developed by the Agency for Healthcare Research and Quality and the Department of Defense to improve teamwork. Previous work has demonstrated the effectiveness of SBME in stroke team performance among neurology residents and ICU nurses. Our aim was to develop an SBME interprofessional education (IPE) program for nursing and medical students on stroke team performance. Method: Using a quantitative descriptive one group pretest/posttest design, acute stroke care (14 items), TeamSTEPPS knowledge (14 items) and attitudes toward IPE (16 items) were assessed. After the initial survey, students were given modules on acute stroke care and TeamSTEPPS. Students were randomly assigned into small mixed groups before participating in 2 high-fidelity simulations: an IV tPA-eligible ischemic stroke and a warfarin-associated ICH requiring INR reversal. During each case, trained faculty assessed students using a standardized checklist focusing on stroke management and teamwork. Faculty underwent inter-rater reliability and recalibration training prior to participation. A standardized debriefing was conducted immediately after each case. A 1-hour reinforced learning session was provided by physician and nursing experts in stroke and TeamSTEPPS between cases. Result: 65 nursing and 26 medical students participated. Improvement was seen in the cognitive assessment ( p <0.0001 for composite score) and each affective item ( p <0.0001) after SBME. Psychomotor scores improved ( p <0.01) in most items on the team performance checklist and improved for 5 items on the stroke task checklist. Conclusion: SBME is feasible and effective for supporting IPE in team-based stroke training among nursing and medical students. Although impact on real-world metrics such as door-to-needle time and protocol deviation remains uncertain, SBME using TeamSTEPPS principles should be incorporated within stroke education curricula. Moreover, a stroke code certification process similar to ACLS should be contemplated.

scholarly journals Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

2021 ◽  
Author(s):  
Irma Manjavidze ◽  
Dali Chitaishvili ◽  
Pirdara Nozadze
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Likert Scale ◽  
Average Score ◽  
Skills Acquisition ◽  
Test Analysis ◽  
Simulation Based ◽  
Post Test

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

scholarly journals Improving the Quality of Medical Education: Students’ Achievements and Perceptions on Simulation Based Learning

2021 ◽  
Author(s):  
Dali Chitaishvili ◽  
Irma Manjavidze ◽  
Pirdara Nozadze
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Likert Scale ◽  
Average Score ◽  
Skills Acquisition ◽  
Test Analysis ◽  
Simulation Based ◽  
Post Test

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

scholarly journals How to include medical students in your healthcare simulation centre workforce

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sandra Viggers ◽  
Doris Østergaard ◽  
Peter Dieckmann
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Human Resources ◽  
Teaching And Research ◽  
Simulation Based ◽  
Healthcare Simulation ◽  
The Many ◽  
Simulation Centre ◽  
Research Faculty

AbstractRunning simulation centre activities requires a substantial amount of human resources. Here we present ideas on how medical students can be integrated into the simulation centre workforce to support the goal of delivering simulation-based education.The ideas are centred around the many different roles the students can fulfil and how this can be applied in other centres interested in integrating medical students into the workforce. The ideas are based on the experience from a regional Danish simulation centre, the Copenhagen Academy for Medical Education and Simulation (CAMES), where the work of medical students appears to be beneficial for both students, teaching and research faculty, and the growth of the simulation centre.

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