An integrated simulation-based early clinical exposure module in cardiovascular physiology

2020 ◽  
Vol 64 ◽  
pp. 147-154
Author(s):  
R. Aswini Dutt ◽  
Rashmi Jain ◽  
Shobith Bangera
Keyword(s):  
Medical Students ◽  
Clinical Skills ◽  
Cardiovascular Physiology ◽  
Knowledge Gain ◽  
Perceived Knowledge ◽  
Clinical Exposure ◽  
Integrated Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: A good conceptual understanding of physiology is very important to build a strong foundation for medical students. It is a daunting job for teachers to emphasise the clinical relevance of basic science subjects as exposure to patients invariably starts after these subjects have been taught. With the introduction of early clinical exposure in the newly revised Indian undergraduate medical curriculum, this problem can be addressed to a certain extent. We developed an integrated simulation module for teaching cardiovascular physiology to pre-clinical students as a part of early clinical exposure. Materials and Methods: We included 145 medical students of a Private Medical College of a Deemed to be University in Mangalore, Karnataka, India. The teaching module covered the topics of cardiovascular physiology such as functional anatomy, cardiac cycle, normal electrocardiogram (ECG), arrhythmia, arterial pulse examination, heart sounds and hands-on cardiovascular examination using a variety of simulators. The assessment was done by pre-test and post-test. A retro-pre questionnaire was used to assess their self-perceived knowledge gain and level of clinical skills. Feedback on overall experience was collected from the participants. Results: The student feedback showed that learning experience was life-like (98.6%), effective, innovative and enjoyable (99.3%) and making the overall experience of learning easier (95.2%). It also improved participation, communication (93.8%), clinical skills and a better understanding of patient care (99.3%). The results of the retro- pre questionnaire to assess their self-perceived knowledge gain (95%) and level of clinical skills (96%) were highly satisfactory. The assessment of knowledge domain showed 100% of the students achieved pass percentage (>50%) with significant difference among pre- and post-test scores. Faculty (100%) opined that simulation-based teaching resulted in effected learning. Conclusions: The use of simulation-based teaching in cardiovascular physiology as part of early clinical exposure leads to enhanced learning and clinical application. This will stimulate interest in subject and promote better learning.

scholarly journals Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology

2018 ◽  
Vol 42 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Akriti Gupta ◽  
Satendra Singh ◽  
Farah Khaliq ◽  
Upreet Dhaliwal ◽  
S. V. Madhu
Keyword(s):  
Clinical Reasoning ◽  
Clinical Skills ◽  
Knowledge Gain ◽  
Virtual Patients ◽  
Learning Tools ◽  
Clinical Exposure ◽  
Improved Learning ◽  
Teaching Learning ◽  
Real Patients ◽  
Early Clinical Exposure

In the country presently, preclinical medical students are not routinely exposed to real patients. Thus, when they start clinical postings, they are found to have poor clinical reasoning skills. Simulated virtual patients (SVPs) can improve clinical skills without endangering real patients. This pilot study describes the development of two SVPs in endocrine physiology and their validation in terms of acquisition of clinical knowledge and student engagement. Two SVPs, Nandini Sharma (unintentional weight gain) and Sunil Yadav (polyuria), were created and published on the i-Human Patients platform through an iterative, interdisciplinary, and transdisciplinary collaborative process using the conceptual framework of Kim et al. (Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. Med Educ 40: 867–876, 2006). After internal and external peer validation, the SVPs were piloted on 40 students (20 students per virtual patient) over 2 wk. A cognitive pretest was conducted before exposure, and a posttest soon after. Faculty and student feedback were collected. Faculty found SVPs authentic, helpful as teaching-learning tools, and useful for giving feedback and for assessment. Students found SVPs more engaging than paper cases and helpful in developing clinical reasoning and in imparting clinical exposure. Pretest and posttest scores indicated knowledge gain ( P < 0.01). Although challenging to create, SVPs created on the i-Human Patients platform improved learning in endocrine physiology and were well accepted by students and faculty as a means to provide early clinical exposure. More SVPs can be developed through collaboration between stakeholder departments and integrated into the curriculum for greater benefit.

scholarly journals A Task Based Learning (TskBL) strategy in preclinical medical education

2021 ◽  
Author(s):  
Roopashree Mallya ◽  
Animesh Jain ◽  
Bhagyalakshmi K ◽  
Arun Shirali ◽  
Sneha B Shetty ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Control Group ◽  
First Year ◽  
Small Group Teaching ◽  
Tutorial Group ◽  
Clinical Exposure ◽  
Post Test ◽  
First Year Medical Students ◽  
Early Clinical Exposure

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

scholarly journals Simulation-based clinical education versus early clinical exposure for developing clinical skills in respiratory care students

2022 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Noor Al Khathlan ◽  
Fadak Al Adhab ◽  
Hawraa Al Jasim ◽  
Sarah Al Furaish ◽  
Wejdan Al Mutairi ◽  
...  
Keyword(s):  
Clinical Education ◽  
Clinical Skills ◽  
Respiratory Care ◽  
Clinical Exposure ◽  
Simulation Based ◽  
Early Clinical Exposure

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.

Medical students’ perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts

2016 ◽  
Vol 40 (4) ◽  
pp. 514-521 ◽  
Author(s):  
Muhammad Zafar
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Response Rate ◽  
Clinical Skills ◽  
Medical Curricula ◽  
Effective Implementation ◽  
Simulation Based

Simulation-based integrated clinical skills sessions have great potential for use in medical curricula. Integration is central to simulation efficacy. The aim of this study was to obtain medical students' perceptions toward effectiveness of integrated clinical skills sessions by using different simulation adjuncts and to know the challenges/obstacles encountered toward the implementation of such sessions. A study was conducted to obtain anonymous feedback from male ( n = 156) and female ( n = 179) medical students in years 2 and 3 during the 2014–2015 academic sessions at Alfaisal University about their perceptions of the effectiveness of integrated clinical skills sessions, uses of simulation adjuncts, and obstacles encountered toward the effective implementation of such sessions. The response rate was 93.4. Factor analysis showed data being valid and reliable. Cronbach’s α-values for effectiveness of sessions, use of simulation adjunct, and obstacles encountered were 0.97, 0.95, and 0.95, respectively. We conclude that students perceived positively the effectiveness of integrated clinical skills sessions as well as the use of simulation adjuncts, especially SPs. They suggested overcoming the obstacles and limitations of simulation. They highly valued the role of the facilitators in achieving effective sessions.

scholarly journals Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

2018 ◽  
Vol 10 (01) ◽  
pp. e23-e31
Author(s):  
Judas Kelley ◽  
Jasleen Singh
Keyword(s):  
Medical Students ◽  
Test Score ◽  
Clinical Skills ◽  
Medical Knowledge ◽  
Colorado School ◽  
Self Reflection ◽  
University Of Colorado ◽  
School Of Medicine ◽  
Post Test ◽  
The University

Background Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre- and post-tests, pre- and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n = 76) and post-test score was 72.3% (n = 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

scholarly journals Medical students’ attitudes towards early clinical exposure in Iran

2016 ◽  
Vol 7 ◽  
pp. 195-199 ◽  
Author(s):  
Mahboobeh Khabaz Mafinejad ◽  
Azim Mirzazadeh ◽  
Soheil Peiman ◽  
Nasim Khajavirad ◽  
Mojgan Mirabdolhagh Hazaveh ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Exposure ◽  
Students Attitudes ◽  
Early Clinical Exposure

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

Sign in / Sign up

Export Citation Format

Share Document