Medical students as simulation educators: students’ experience of a 7-week simulation-based education rotation

2020 ◽  
pp. bmjstel-2020-000582 ◽  
Author(s):  
Victoria Brazil ◽  
Melissah Caughley ◽  
Lauren Middleton ◽  
Georgia Powell ◽  
Nemat Alsaba
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Practical Knowledge ◽  
School Curriculum ◽  
Lifelong Learners ◽  
Knowledge And Skills ◽  
Simulation Education ◽  
Clinician Educators ◽  
Simulation Based ◽  
The Impact

Medical students will have future roles as clinician educators, and need to develop knowledge and skills for that role. Specific skills in simulation-based education (SBE) may be valuable in many educational settings. We aimed to understand the impact of a 7-week placement in SBE on the development of medical students’ knowledge, skills and perspectives as educators. We reviewed the experience of three graduated students (also coauthors of this article) who participated in the rotation in 2018. This case study includes analysis of the students’ electronic portfolios, rotation reports and subsequent reflections of the student coauthors. Five themes were identified:—‘Development as a professional’, ‘Active participation in an educator team’, ‘Diverse experience in simulation skills and techniques’, ‘Role models and mentoring’ and ‘Rethinking feedback’. Students describe the development of practical knowledge and skills, and more fundamental reflections on the nature of learning, feedback and their personal professional development. We suggest that integration of a simulation education elective within a medical school curriculum helps build capacity for effective SBE delivery, and has positive impacts on students for their future roles as doctors, educators and lifelong learners.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals The Evolving Impact of COVID-19 on Medical Student Orthopedic Education: Perspectives From Medical Students in Different Phases of the Curriculum

2020 ◽  
Vol 11 ◽  
pp. 215145932095172 ◽  
Author(s):  
Michelle A. Richardson ◽  
Wasif Islam ◽  
Matthew Magruder
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
School Curriculum ◽  
Application Process ◽  
Program Coordinators ◽  
Orthopedic Surgeons ◽  
Fourth Year Medical Students ◽  
Residency Application ◽  
The Impact

Introduction: The world-wide lockdown caused by Coronavirus Disease 2019 (COVID-19) has upended the trajectories of lives everywhere. The medical profession has been on the front lines of this rapidly developing situation, which in turn has called for unprecedented changes in the medical school curriculum. These changes have severe implications for medical students interested in applying to competitive surgical specialties like orthopedics. Methods: As medical students in 3 different class years pursuing orthopedic surgery, we provide our perspectives on the impact that COVID-19 has had on medical student orthopedic education. Results: With the removal of away rotations and a shift to virtual interviews, rising fourth year medical students are arguably the most impacted as they prepare for the orthopedic residency application process. Third year students, who are in the exploratory phase of choosing a specialty, also face uncertainties in the shift to a “new” clerkship experience that may (1) be of shorter duration, (2) implement shifts to limit overcrowding of clinical space, and (3) increase the use of telehealth over direct patient contact. Discussion: The COVID-19 pandemic has altered the course of medical students’ orthopedic education in unprecedented ways. We believe the following suggestions may be helpful for students seeking alternative, supplemental ways of learning: (1) read up on major orthopedic journals, (2) reach out to orthopedic surgeons in areas of interest, (3) reach out to program directors/medical clerkship directors/program coordinators for opportunities to attend their educational curriculum virtually, (4) attend online lectures and hospital grand rounds, and (5) practice suturing technique with a practice kit. Conclusions: While the medical education landscape remains uncertain amid the evolving conditions of COVID-19, as medical students we strive to learn from this pandemic and respond to future unforeseen challenges with resilience, dedication, and compassion: all qualities we admire in orthopedic surgeons.

Educational impact of a pilot paediatric simulation-based training course in Botswana

2019 ◽  
Vol 6 (5) ◽  
pp. 279-283
Author(s):  
Nicolaus W Glomb ◽  
Manish I Shah ◽  
Adeola A Kosoko ◽  
Cara B Doughty ◽  
Cafen Galapi ◽  
...  
Keyword(s):  
Test Scores ◽  
Self Efficacy ◽  
Limited Resource ◽  
Knowledge And Skills ◽  
Training Course ◽  
Resource Setting ◽  
Simulation Based ◽  
And Performance ◽  
Training Programmes ◽  
The Impact

BackgroundAs emergency medical services (EMS) systems develop globally in resource-limited settings, equipping providers with paediatric training is essential. Low-fidelity simulation-based training is an effective modality for training healthcare workers, though limited data exist on the impact of such training programmes. The objective of this study was to evaluate the paediatric portion of a simulation-based curriculum for prehospital providers in Botswana.MethodsThis was a prospective cohort study of EMS providers from more populated regions of Botswana, who attended a 2-day training that included didactic lectures, hands-on skills stations and low-fidelity simulation training. We collected data on participant self-efficacy with paediatric knowledge and skills and performance on both written and simulation-based tests. Self-efficacy and test data were analysed, and qualitative course feedback was summarised.ResultsThirty-one EMS providers participated in the training. Median self-efficacy levels increased for 13/15 (87%) variables queried. The most notable improvements were observed in airway management, newborn resuscitation and weight estimation. Mean written test scores increased by 10.6%, while mean simulation test scores increased by 21.5% (p<0.0001). One hundred per cent of the participants rated the course as extremely useful or very useful.Discussion/ConclusionWe have demonstrated that a low-fidelity simulation-based training course based on a rigorous needs assessment may enhance short-term paediatric knowledge and skills for providers in a developing EMS system in a limited-resource setting. Future studies should focus on studying larger groups of learners in similar settings, especially with respect to the impact of educational programmes like these on real-world patient outcomes.

scholarly journals The Impact of Role Models on Medical Students

1997 ◽  
Vol 12 (1) ◽  
pp. 53-56 ◽  
Author(s):  
Scott Wright ◽  
Annie Wong ◽  
Carol Newill
Keyword(s):  
Medical Students ◽  
Role Models ◽  
The Impact

scholarly journals An Innovative Clinical Skills “Boot Camp” for Dental Medicine Residents

2017 ◽  
Vol 4 ◽  
pp. 238212051771001 ◽  
Author(s):  
Jenny Castillo ◽  
Jared Kutzin ◽  
Kathleen Agoglia ◽  
Patricia Janicke ◽  
Zachary Milligan ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Medical Knowledge ◽  
Boot Camp ◽  
School Curriculum ◽  
Dental School ◽  
Knowledge And Skills ◽  
Inpatient Hospital ◽  
Simulation Based

During a 1-year hospital-based residency, dental residents are required to rotate through many departments including surgery, medicine, and emergency medicine. It became apparent that there was a gap between clinical skills knowledge taught in dental school curriculum and skills required for hospital-based patient care. In response, a simulation-based intensive clinical skill “boot camp” was created. The boot camp provided an intensive, interactive 3-day session for the dental residents. During the 3 days, residents were introduced to medical knowledge and skills that were necessary for their inpatient hospital rotations but were lacking in traditional dental school curriculum. Effectiveness of the boot camp was assessed in terms of knowledge base and comfort through presession and postsession surveys. According to resident feedback, this intensive introduction for the dental residents improved their readiness for their inpatient hospital-based residency.

Simulation of Pediatric Life-Threatening Emergency Scenarios (SimPLES): The Development, Implementation, and Evaluation of an Undergraduate Immersive Simulation-Based Educational Intervention

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Prashant Kumar ◽  
Simon Chitnis ◽  
Louise Lawrence ◽  
Niamh Langasco ◽  
Neil McGowan
Keyword(s):  
Medical Students ◽  
Pediatric Patients ◽  
Course Design ◽  
Medical Training ◽  
Technical Skills ◽  
Free Text ◽  
Simulation Based ◽  
Clinical Workplace ◽  
Emergency Scenarios ◽  
The Impact

Background: Clinical exposure to acutely unwell pediatric patients is often limited during undergraduate medical training. Although limited within undergraduate pediatric curricula, simulation-based education (SBE) offers a tool with which such exposure can be achieved in a safe and effective learning environment. This study describes the development, implementation, and evaluation of an undergraduate multi-center immersive pediatric SBE course. Objectives: We sought to increase medical students’ exposure to acutely unwell pediatric patients and provide practical experience to improve their understanding of the importance of non-technical skills within the clinical workplace, such as teamwork, communication skills, leadership, and situational awareness. Furthermore, we sought to evaluate the impact on students’ confidence in assessing and managing acutely unwell pediatric patients while exploring their perceptions and opinions of the course. Methods: The present study included all final-year students who were on a pediatric clinical placement during the study period. Tutorials on pediatric A-E assessment and fluid management were followed by a series of immersive simulation scenarios and structured debriefs, concentrating on the importance of non-technical skills in the clinical workplace. Also, some mini-tutorials were incorporated into the course design, focussing on the technical and pathophysiological aspects of each presentation. We employed a mixed-method research methodology to evaluate the impact of the course. Also, anonymized post-course and free-text feedback was sought to explore students’ experiences and perceptions of the course. Results: All 80 students completed the pre and post-course confidence questionnaires, reporting statistically significant improvements in confidence across all 11 domains tested. Thematic analysis of the qualitative data identified six core themes: knowledge acquisition, the value of debriefing, the importance of non-technical skills, the value of faculty expertise, the value of repeated practice, and opportunities for exposure to pediatrics. The innovative post-scenario mini-tutorials were favorably received. Conclusions: Our study shows that immersive SBE can improve medical students’ confidence in managing pediatric emergency scenarios. Also, incorporating mini-tutorials within an immersive simulation course design in an undergraduate setting can be helpful and well received by students.

scholarly journals The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era

2020 ◽  
Author(s):  
Jihoon Hong ◽  
Ikjae Jung ◽  
Mingeol Park ◽  
Kyumin Kim ◽  
Sungook Yeo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Rating Scales ◽  
School Curriculum ◽  
Social Accountability ◽  
New Normal ◽  
Adequate Knowledge ◽  
The Impact

IntroductionIn this study, we aimed to explore the attitude of medical students toward their roles and social accountability in this pandemic era. An online survey asked questions covering the topics of 1) the role of medical students in the pandemic era; 2) Medical education in the ‘new normal,’ and 3) the impact of COVID-19 on medical students. MethodsThe online survey, developed by a team consisting of 3 medical students, 3 psychiatric residents, and 3 psychiatric professors, was distributed to medical students, graduates, and professors in a single South Korean medical school. Anxiety symptom rating scales, including the Stress and Anxiety to Viral Epidemic - 6 (SAVE-6) scale and the Generalized Anxiety Disorder - 7 (GAD-7) scale, were also applied to measure participant anxiety level.ResultsAll of the 213 medical students, 180 graduates, and 181 professors that participated in this online survey were at the same medical school. Medical students indicated their willingness to join the healthcare response to the COVID-19 pandemic if requested; however, graduates and professors recommended that medical students continue their medical school curriculum rather than join the response. In the new normal era, medical education was considered to be changed appropriately. Moreover, adequate knowledge of COVID-19 infection and spread must be considered for the continuation of clinical clerkships during the pandemic. Overall, medical students who indicated anxiety about treating possible or confirmed cases rated higher on the SAVE-6 scale. Finally, medical students who reported that COVID-19 had an influence on their studies and daily life rated higher on the general anxiety scale (GAD-7). ConclusionSocial accountability is an important issue for medical students in the pandemic era. At the same time, cultivating professionalism is also important for the readiness for the future healthcare responses.

scholarly journals Positive effects of lumbar puncture simulation training for medical students in clinical practice

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sinead Gaubert ◽  
Alice Blet ◽  
Fadia Dib ◽  
Pierre-François Ceccaldi ◽  
Thomas Brock ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Success Rate ◽  
Confidence Level ◽  
Simulation Training ◽  
Real Life ◽  
Theoretical Knowledge ◽  
Simulation Based ◽  
Simulation Group ◽  
The Impact

Abstract Background Lumbar puncture (LP) is an invasive medical procedure that can be done by any doctor. Several simulation-based trainings have been built however the evaluations of the theoretical knowledge and the impact of the simulation-based training have never been performed in real life. The objective was to evaluate the impact of a LP training on the theoretical knowledge improvement and the performance of a LP in clinical practice. Methods Before and after medical students’ training, theoretical knowledge and confidence level were assessed. Over a 6 months period, the impact of simulation training was evaluated by the success rate of students’ first LP carried out in hospitalized patients and compared to the results of a no-training control. Results Students’ theoretical knowledge and confidence level showed significant improvement after simulation training on 115 students (p < 0.0001). The evaluation in real life based on 41 students showed that the success rate of the first LP in patients was higher in the LP simulation group compared to the control group (67% vs 14%, p = 0.0025). The technical assistance was also less frequently needed in the LP simulation group (19% vs 57%, respectively, p = 0.017). The rate of students who participated in this educational study was low. Discussion Simulation-based teaching was an effective way to improve students’ theoretical and practical knowledge. Whether this approach translates to other procedural skills in real clinical settings merits further study. The low participation rate in the study is due to the fact that students are not used to be included in educational studies and to the complexity of evaluation in routine clinical practice.

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