scholarly journals Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation

2017 ◽  
Author(s):  
Rose Clarie St. Hilaire ◽  
Lisa Buckley ◽  
Gregory E. Gilbert ◽  
Kim Leighton ◽  
Mallikarjuna Barremkala ◽  
...  
Keyword(s):  
Medical Education ◽  
Control Group ◽  
Clinical Learning ◽  
Final Exam ◽  
Simulation Exercise ◽  
Performance Variables ◽  
Final Assessment ◽  
Simulation Based ◽  
Neck Anatomy ◽  
Preclinical Medical Students

Background: Simulation-based medical education is more prevalent in undergraduate preclinical medical education and acts as a foundation for clinical learning in years three and four. Currently, there is a call to teach clinical application of basic science material in preclinical years one and two. Methods: Two groups of students participated in this investigation; a historical control of 270 students from the 2010 matriculating class and students receiving the intervention (anatomy lecture plus airway management simulation) from the 2012 matriculating class (n=337). Descriptive statistics were calculated for demographic and academic performance variables. Unadjusted and adjusted odds of passage of mid-term and final assessment were calculated. The final assessment was defined as one correct, two correct, and all three questions correct. Results: Adjusted odds of passage of mid-term exam for the control group were 3.9 (95% CI: 2.7-5.9), virtually unchanged from the unadjusted odds of passage. Control group results for final exam passage as defined as one correct increased from .7 to .9 when adjusted for variables (95% CI:.3-2.5). Odds of passage of final assessment, for the control group, for adjusted models for two or greater correct increased from 4.1 to 5.6 (95% CI:2.6-13.7) and from 34.1 to 44.0 (95% CI: 21.7-102.5) when three answers (or 100%) are needed for passage. Conclusions: When passage criteria for the final exam were defined as one correct, addition of a simulation exercise to the anatomy lecture increased the rate of passage by 11% after adjusting for covariates. However, when passage criteria for the final exam was defined as two or three correct, addition of a simulation exercise to the anatomy lecture decreased the rate of passage.

scholarly journals Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation

2017 ◽  
Author(s):  
Lisa Buckley ◽  
Rose Clarie St. Hilaire ◽  
Gregory Gilbert ◽  
Kim Leighton ◽  
Mallikarjuna Barremkala ◽  
...  
Keyword(s):  
Medical Education ◽  
Control Group ◽  
Clinical Learning ◽  
Final Exam ◽  
Simulation Exercise ◽  
Performance Variables ◽  
Final Assessment ◽  
Simulation Based ◽  
Neck Anatomy ◽  
Preclinical Medical Students

Background: Simulation-based medical education is more prevalent in undergraduate preclinical medical education and acts as a foundation for clinical learning in years three and four. Currently, there is a call to teach clinical application of basic science material in preclinical years one and two. Methods: Two groups of students participated in this investigation; a historical control of 270 students from the 2010 matriculating class and students receiving the intervention (anatomy lecture plus airway management simulation) from the 2012 matriculating class (n=337). Descriptive statistics were calculated for demographic and academic performance variables. Unadjusted and adjusted odds of passage of mid-term and final assessment were calculated. The final assessment was defined as one correct, two correct, and all three questions correct. Results: Adjusted odds of passage of mid-term exam for the control group were 3.9 (95% CI: 2.7-5.9), virtually unchanged from the unadjusted odds of passage. Control group results for final exam passage as defined as one correct increased from .7 to .9 when adjusted for variables (95% CI:.3-2.5). Odds of passage of final assessment, for the control group, for adjusted models for two or greater correct increased from 4.1 to 5.6 (95% CI:2.6-13.7) and from 34.1 to 44.0 (95% CI: 21.7-102.5) when three answers (or 100%) are needed for passage. Conclusions: When passage criteria for the final exam were defined as one correct, addition of a simulation exercise to the anatomy lecture increased the rate of passage by 11% after adjusting for covariates. However, when passage criteria for the final exam was defined as two or three correct, addition of a simulation exercise to the anatomy lecture decreased the rate of passage.

scholarly journals Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation

2017 ◽  
Author(s):  
Rose Clarie St. Hilaire ◽  
Lisa Buckley ◽  
Gregory E. Gilbert ◽  
Kim Leighton ◽  
Mallikarjuna Barremkala ◽  
...  
Keyword(s):  
Medical Education ◽  
Control Group ◽  
Clinical Learning ◽  
Final Exam ◽  
Simulation Exercise ◽  
Performance Variables ◽  
Final Assessment ◽  
Simulation Based ◽  
Neck Anatomy ◽  
Preclinical Medical Students

Background: Simulation-based medical education is more prevalent in undergraduate preclinical medical education and acts as a foundation for clinical learning in years three and four. Currently, there is a call to teach clinical application of basic science material in preclinical years one and two. Methods: Two groups of students participated in this investigation; a historical control of 270 students from the 2010 matriculating class and students receiving the intervention (anatomy lecture plus airway management simulation) from the 2012 matriculating class (n=337). Descriptive statistics were calculated for demographic and academic performance variables. Unadjusted and adjusted odds of passage of mid-term and final assessment were calculated. The final assessment was defined as one correct, two correct, and all three questions correct. Results: Adjusted odds of passage of mid-term exam for the control group were 3.9 (95% CI: 2.7-5.9), virtually unchanged from the unadjusted odds of passage. Control group results for final exam passage as defined as one correct increased from .7 to .9 when adjusted for variables (95% CI:.3-2.5). Odds of passage of final assessment, for the control group, for adjusted models for two or greater correct increased from 4.1 to 5.6 (95% CI:2.6-13.7) and from 34.1 to 44.0 (95% CI: 21.7-102.5) when three answers (or 100%) are needed for passage. Conclusions: When passage criteria for the final exam were defined as one correct, addition of a simulation exercise to the anatomy lecture increased the rate of passage by 11% after adjusting for covariates. However, when passage criteria for the final exam was defined as two or three correct, addition of a simulation exercise to the anatomy lecture decreased the rate of passage.

scholarly journals A Combined Behavioural Economics- and Simulation-based Medical Education to Promote Effectiveness among Medical Residents in Coping with Workplace Violence in Northern China: A  Quasi-Experimental Study

2021 ◽  
Author(s):  
Chao Liu ◽  
Weijing Liu ◽  
Mingli Jiao ◽  
Ye Li ◽  
Gangyu Zhang ◽  
...  
Keyword(s):  
Medical Education ◽  
Workplace Violence ◽  
Work Experience ◽  
Self Efficacy ◽  
Behavioural Economics ◽  
Medical Residents ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental ◽  
Violence In The Workplace

Abstract Background: Workplace violence is internationally recognized as a major concern for the workforce, which entails serious consequences, and research shows that medical residents are more likely than other doctors to experience violence in the workplace. This study examines the effectiveness of simulation-based medical education on the one hand, and simulation-based medical education combined with behavioural economics on the other as interventions in medical residents' perception of, attitude toward, and self-efficacy in coping with violence in the workplace. Methods: A quasi-experimental design was used, 190 participants having been randomised into three study groups to respectively test the effect of simulation-based medical education only and simulation-based medical education plus with behavioural economics interventions, compared with a control group. Data were obtained from structured questionnaires, including (1) a perception of aggression scale, a management of aggression and violence attitude scale, a general self-efficacy scale, and (2) sociodemographic characteristics. Results: The results show that the scores attained by simulation-based medical education (SBME) and simulation-based medical education combined with behavioural economics (SBME+BE) interventions for perception, attitude, and self-efficacy were significantly higher than those in the control group (p < .01). The SBME+BE group recorded a higher improvement in perception, which could be ascribed to the behavioural economics effect. In addition, the higher perception of workplace violence is correlated with single residents and those with more work experience, prior experiences of violence in the workplace, and training related to workplace violence. A higher positive correlation of workplace violence was recorded by female and widowed residents; and a higher level of self-efficacy related to violence in the workplace correlated with male, widowed and senior (third-year) residents. Conclusions: This study contributes important evidence regarding changes in the perception, attitude, and self-efficacy of subjects following both the SBME+BE and SBME interventions among medical residents in coping with workplace violence, the highest perception change having been recorded after the SBME+BE intervention, which can be explained by the inclusion of behavioural economics.

Comparison of the psychological and physiological effects on students of a video-assisted or text introduction to a simulated task

2018 ◽  
Vol 5 (2) ◽  
pp. 96-101
Author(s):  
Anne AC van Tetering ◽  
Jacqueline LP Wijsman ◽  
Sophie EM Truijens ◽  
Annemarie F Fransen ◽  
M Beatrijs van der Hout-van der Jagt ◽  
...  
Keyword(s):  
Heart Rate ◽  
Medical Education ◽  
Control Group ◽  
Video Assisted ◽  
Simulation Based ◽  
Emotional Assessment ◽  
Secondary Outcomes ◽  
The Impact ◽  
Experimental Group ◽  
Simulated Scenario

IntroductionThe use of different methods for introducing the scenario in simulation-based medical education has not been investigated before and may be a useful element to optimise the effectiveness of learning. The aim of this study was to compare an immersive video-assisted introduction to a minimal text-based one, with regard to emotional assessment of the situation.MethodsIn this pilot study, 39 students participated in a medical simulated scenario. The students were randomly assigned to an experimental group (video-assisted introduction) or a control group (minimal textual introduction) and both were followed by performing surgery on LapSim (Surgical Science, Gothenburg, Sweden). The emotional assessment of the situation, cognitive appraisal, was defined as the ratio of the demands placed by an individual’s environment (primary appraisal) to that person’s resources to meet the demands (secondary appraisal). Secondary outcomes were anxiety (State-Trait Anxiety Inventory), physiological parameters (heart rate, heart rate variability, skin conductance, salivary cortisol), engagement (Game Engagement Questionnaire), motivation (Intrinsic Motivation Inventory) and performance (mean score in percentage calculated by LapSim of predefined levels).ResultsParticipants in the immersive video group (n=17) were overloaded in terms of their perceived demands (a ratio of 1.17, IQR 0.30) compared with those in the control group (a ratio of 1.00, IQR 0.42, n=22) (P=0.01). No significant differences were found between the groups in secondary outcomes. Both groups showed an increase of anxiety after the introduction method. In the experimental group, this score increased from 9.0 to 11.0, and in the textual group from 7.5 to 10.5, both P<0.01.DiscussionThis study shows that the method of introducing a simulated scenario may influence the emotional assessment of the situation. It may be possible to make your simulation introduction too immersive or stimulating, which may interfere with learning. Further research will be necessary to investigate the impact and usefulness of these findings on learning in simulation-based medical education.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

PO-0690 Teaching Project In Neonatology Using Simulation-based Medical Education In Laos

2014 ◽  
Vol 99 (Suppl 2) ◽  
pp. A479.2-A479
Author(s):  
H Sabir ◽  
S Brenner ◽  
MB Schmid ◽  
T Kuehn ◽  
D Phouvieng ◽  
...  
Keyword(s):  
Medical Education ◽  
Simulation Based

The future of simulation based medical education: Adaptive simulation utilizing a deep multitask neural network

2021 ◽  
Author(s):  
Aaron J. Ruberto ◽  
Dirk Rodenburg ◽  
Kyle Ross ◽  
Pritam Sarkar ◽  
Paul C. Hungler ◽  
...  
Keyword(s):  
Neural Network ◽  
Medical Education ◽  
Adaptive Simulation ◽  
Simulation Based ◽  
The Future

scholarly journals Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education

2021 ◽  
Vol 7 ◽  
pp. 237796082110002
Author(s):  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Peer Learning ◽  
Average Score ◽  
Control Group ◽  
P Value ◽  
Clinical Learning ◽  
Control Group Design ◽  
Learning Achievement

Introduction The implementation of nursing clinical learning in Indonesia has several challenges that require innovation in the learning method strategy. The method that has been used so far focuses on the hierarchical relationship between lecturers/preceptors and students, so that there are many shortcomings in learning outcomes. The application of the method of active learning with Peer Learning (PL) and Problem Based Learning (PBL) techniques has proven effective in classroom learning, but its rarely found in clinical learning. Objective The purpose of this study was to determine the effectiveness of the PL and PBL towards the achievement of clinical learning in nursing students. Methods The research method used a true experiment with a posttest only control group design, the sampling technique was taken by randomize control trial. An instrument for clinical learning achievement using AssCE. Results The analysis was carried out as descriptive and bivariate. The results showed the mean in the experimental group was 7.059 and the control group was 6.325. Further statistical test results were obtained p-value = 0.001 (p < 0.05) which showed that the average score there were differences in clinical learning achievement development scores. Conclusion Clinical learning using peer learning and PBL methods can directly improve various aspects of student competency achievement.

scholarly journals Using Imagination to Overcome Fear: How Mental Simulation Nudges Consumers’ Purchase Intentions for Upcycled Food

2021 ◽  
Vol 13 (3) ◽  
pp. 1130
Author(s):  
Xiaoke Yang ◽  
Yuanhao Huang ◽  
Xiaoying Cai ◽  
Yijing Song ◽  
Hui Jiang ◽  
...  
Keyword(s):  
Environmental Sustainability ◽  
New Technology ◽  
Product Evaluation ◽  
Mental Simulation ◽  
Purchase Intentions ◽  
Control Group ◽  
Human Beings ◽  
Simulation Based ◽  
Simulation Group ◽  
Future Self

Upcycled food, a new kind of food, provides an effective solution to reduce the food waste from the source on the premise of food security for human beings. However, the commercial success of upcycled food and its contribution to environmental sustainability are determined by consumers’ purchase intentions. In order to overcome consumers’ unfamiliarity with upcycled food and fear of new technology, based on the cue utility theory, we adopted scenario simulation through online questionnaires in three experiments to explore how mental simulation can improve consumers’ product evaluation and purchase intentions for upcycled food. Through ANOVA, the t-test, and the Bootstrap methods, the results showed that, compared with the control group, consumers’ product evaluation and purchase intentions for upcycled food in the mental simulation group significantly increased. Among them, consumers’ inspiration played a mediation role. The consumers’ future self-continuity could moderate the effect of mental simulation on consumers’ purchase intentions for upcycled food. The higher the consumers’ future self-continuity, the stronger the effect of mental simulation. Based on the above results, in the marketing promotion of upcycled food, promotional methods, such as slogans and posters, could be used to stimulate consumers, especially the mental simulation thinking mode of consumer groups with high future self-continuity, thus improving consumers’ purchase intentions for upcycled food.

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