scholarly journals Effect of Simulation based Training on Medical Students’ Perceptions, Knowledge, and Skill at Baseline and 6 month Follow up

2016 ◽  
Vol 4 (5) ◽  
pp. 151-165
Author(s):  
Cameron Garth Shultz ◽  
James M Cooke ◽  
Keri L Denay ◽  
Mikel Llanes ◽  
Philip Zazove ◽  
...  
Keyword(s):  
Medical Students ◽  
Quantitative Methods ◽  
Medical Training ◽  
Clinical Skill ◽  
Central Line ◽  
Medical Specialties ◽  
Clinical Simulation ◽  
Simulation Based ◽  
Over Time

The principal goal of most simulation-based learning is enhanced clinical skill, with the desired outcome being skill retention and improved performance over time. While evide nce supports simulation based training at the clerkship, graduate, and post graduate level, the evidence supporting its long term benefit at the pre clerkship level is less well established. Using quantitative methods, this research assessed the effect of skill based clinical simulation training on all second year medical students’ enrolled in two simulation courses at the University of Michigan during the 2013 2014 academic year (n=39). Pre course, post course, and 6 month follow up questionnaires were adm inistered, and analysis of variance was used to assess change in students' knowledge, self reported confidence, and competency. Students in Course 1 (n=12) completed a post course and 6 month follow up skills test, and results were compared to faculty cont rols. Differences between groups were assessed using t tests. Odds ratios were calculated.Knowledge improved from pre course to post course; the gain was retained at follow up only for students in Course 1. Students perceived the courses as improving know ledge, confidence, and skill, though scores were significantly lower at follow up. For the subset of students participating in the skills test, the time to complete central line and thoracentesis at follow up did not significantly differ from post course; however, an increase was observed for lumbar puncture. Compared to faculty, students took significantly more time to complete the central line procedure. Outcomes for needle redirects and correct sequencing were mixed, with most procedures showing no signi ficant difference between measurement periods. Assessing students’ skill and the maintenance of that skill over time using objective and empirically derived measures can be challenging. The evaluation strategy described herein could be adapted to many proc edures commonly practiced within primary care and other medical specialties. Brief exposure to clinical simulation early in medical training and prior to clerkships can have a positive and lasting effecton medical students’ knowledge, confidence, and skil l for selected procedures.

scholarly journals Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

2017 ◽  
Vol 4 ◽  
pp. 238212051668482 ◽  
Author(s):  
Serkan Toy ◽  
Robert SF McKay ◽  
James L Walker ◽  
Scott Johnson ◽  
Jacob L Arnett
Keyword(s):  
Medical Students ◽  
Lumbar Puncture ◽  
High Reliability ◽  
Intraclass Correlation ◽  
Central Line ◽  
Arterial Line ◽  
Procedural Skills ◽  
Learner Centered ◽  
Line Placement ◽  
Simulation Based

Purpose: To evaluate the effectiveness of a learner-centered, simulation-based training developed to help medical students improve their procedural skills in intubation, arterial line placement, lumbar puncture, and central line insertion. Method: The study participants were second and third year medical students. Anesthesiology residents provided the training and evaluated students’ procedural skills. Two residents were present at each station to train the medical students who rotated through all 4 stations. Pre/posttraining assessment of confidence, knowledge, and procedural skills was done using a survey, a multiple-choice test, and procedural checklists, respectively. Results: In total, 24 students were trained in six 4-hour sessions. Students reported feeling significantly more confident, after training, in performing all 4 procedures on a real patient ( P < .001). Paired-samples t tests indicated statistically significant improvement in knowledge scores for intubation, t(23) = −2.92, P < .001, and arterial line placement, t(23) = −2.75, P < .001. Procedural performance scores for intubation ( t(23) = −17.29, P < .001), arterial line placement ( t(23) = −19.75, P < .001), lumbar puncture ( t(23) = −16.27, P < .001), and central line placement ( t(23) = −17.25, P < .001) showed significant improvement. Intraclass correlation coefficients indicated high reliability in checklist scores for all procedures. Conclusions: The simulation sessions allowed each medical student to receive individual attention from 2 residents for each procedure. Students’ written comments indicated that this training modality was well received. Results showed that medical students improved their self-confidence, knowledge, and skills in the aforementioned procedures.

Attitudes to psychiatry in doctors at the end of their first post-graduate year: two-year follow-up of a cohort of medical students

1986 ◽  
Vol 16 (2) ◽  
pp. 457-460 ◽  
Author(s):  
K. Sivakumar ◽  
Greg Wilkinson ◽  
Brian K. Toone ◽  
Steven Greer
Keyword(s):  
General Practice ◽  
Medical Students ◽  
Career Choice ◽  
Medical Training ◽  
Post Graduate ◽  
Clinical Curriculum

SynopsisThe significantly favourable changes in medical students' general attitudes to psychiatry which we found after their 8-week clerkship in psychiatry and at the end of their clinical curriculum were not maintained at the end of their first post-graduate year. Three of their specific attitudes to psychiatry changed significantly in an unfavourable direction over this 2-year period. Our findings suggest that, while favourable changes in students' specific attitudes to psychiatry can be found following a clerkship, these attitudes do not seem to endure and, in some cases, they later become less favourable. The results are discussed with reference to the relationships between undergraduate medical training in psychiatry, attitudes to psychiatry, and subsequent career choice, particularly general practice.

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 Chinese medical students’ disposition for critical thinking: a mixed methods exploration

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Huang ◽  
Angela Pei-Chen Fan ◽  
Na Su ◽  
Jessica Thai ◽  
Russell Olive Kosik ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Training ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
One Year ◽  
The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

scholarly journals Smoking Prevalence among Physicians: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 18 (24) ◽  
pp. 13328
Author(s):  
Anaïs Besson ◽  
Alice Tarpin ◽  
Valentin Flaudias ◽  
Georges Brousse ◽  
Catherine Laporte ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Students ◽  
Smoking Prevalence ◽  
Meta Analysis ◽  
Public Health Problem ◽  
Major Public Health Problem ◽  
Preventive Strategies ◽  
Medical Specialties ◽  
Family Practitioners ◽  
Over Time

Background: Smoking is a major public health problem. Although physicians have a key role in the fight against smoking, some of them are still smoking. Thus, we aimed to conduct a systematic review and meta-analysis on the prevalence of smoking among physicians. Methods: PubMed, Cochrane, and Embase databases were searched. The prevalence of smoking among physicians was estimated and stratified, where possible, by specialties, continents, and periods of time. Then, meta-regressions were performed regarding putative influencing factors such as age and sex. Results: Among 246 studies and 497,081 physicians, the smoking prevalence among physicians was 21% (95CI 20 to 23%). Prevalence of smoking was 25% in medical students, 24% in family practitioners, 18% in surgical specialties, 17% in psychiatrists, 16% in medical specialties, 11% in anesthesiologists, 9% in radiologists, and 8% in pediatricians. Physicians in Europe and Asia had a higher smoking prevalence than in Oceania. The smoking prevalence among physicians has decreased over time. Male physicians had a higher smoking prevalence. Age did not influence smoking prevalence. Conclusion: Prevalence of smoking among physicians is high, around 21%. Family practitioners and medical students have the highest percentage of smokers. All physicians should benefit from targeted preventive strategies.

scholarly journals A New Reality: Experiences from Canadian Clerkship Medical Students during COVID-19

2020 ◽  
Vol 8 (1) ◽  
pp. 68-69
Author(s):  
Jeffrey Leong ◽  
Gurkaran S. Sarohia
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Lived Experience ◽  
Medical Training ◽  
Student Responsibility ◽  
Over Time

Medical students across the globe are being impacted by COVID-19. We are Canadian third year medical students who offer our experience as to how COVID-19 has impacted our medical training. We offer insight as to what medical students are doing despite being away from clinical duties. Questions regarding medical student responsibility during COVID-19 are raised. Our lived experience during this time will be beneficial to learn how the role of medical students during a pandemic evolve over time.

Simulation-based mastery learning in medical students: Skill retention at 1-year follow up

2018 ◽  
Vol 41 (5) ◽  
pp. 539-546 ◽  
Author(s):  
Hendrik Friederichs ◽  
Bernhard Marschall ◽  
Anne Weissenstein
Keyword(s):  
Medical Students ◽  
Mastery Learning ◽  
Skill Retention ◽  
Simulation Based

The impact of patient narratives on medical students’ perceptions of shared decision making: A randomized controlled trial

2020 ◽  
Author(s):  
Martina Bientzle ◽  
Marie Eggeling ◽  
Simone Korger ◽  
Joachim Kimmerle
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Shared Decision Making ◽  
Medical Training ◽  
Controlled Trial ◽  
Future Research ◽  
Shared Decision ◽  
Randomized Controlled ◽  
Information Text ◽  
The Impact

BACKGROUND: Successful shared decision making (SDM) in clinical practice requires that future clinicians learn to appreciate the value of patient participation as early as in their medical training. Narratives, such as patient testimonials, have been successfully used to support patients’ decision-making process. Previous research suggests that narratives may also be used for increasing clinicians’ empathy and responsiveness in medical consultations. However, so far, no studies have investigated the benefits of narratives for conveying the relevance of SDM to medical students.METHODS: In this randomized controlled experiment, N = 167 medical students were put into a scenario where they prepared for medical consultation with a patient having Parkinson disease. After receiving general information, participants read either a narrative patient testimonial or a fact-based information text. We measured their perceptions of SDM, their control preferences (i.e., their priorities as to who should make the decision), and the time they intended to spend for the consultation.RESULTS: Participants in the narrative patient testimonial condition referred more strongly to the patient as the one who should make decisions than participants who read the information text. Participants who read the patient narrative also considered SDM in situations with more than one treatment option to be more important than participants in the information text condition. There were no group differences regarding their control preferences. Participants who read the patient testimonial indicated that they would schedule more time for the consultation.CONCLUSIONS: These findings show that narratives can potentially be useful for imparting the relevance of SDM and patient-centered values to medical students. We discuss possible causes of this effect and implications for training and future research.

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