Comparison of three methods for teaching mechanical ventilation in an emergency setting to sixth-year medical students: a randomized trial

Abstract

SUMMARY OBJECTIVE: To determine if there are significant differences between the tutorial, simulation, or clinical-case-based discussion teaching methods regarding the transmission of medical knowledge on mechanical ventilation. METHODS: A randomized, multicenter, open-label controlled trial was carried out using 3 teaching methods on mechanical ventilation: clinical-case-based discussion, simulation, and online tutorial. Voluntary students of the sixth year of medical school from 11 medical colleges answered a validated questionnaire on knowledge about mechanical ventilation for medical students before, immediately after, and 6 months after in-person training consisting of 20 multiple-choice questions, and 5 questions about the participants' demographic profile. RESULTS: Immediately after the test there was no difference between the scores in the simulation and clinical case groups,[15,06 vs 14,63] whereas, after some time, there was a significant difference in retention between the case-based and simulation groups, with the score in the simulation group 1.46 [1.31; 1.64] times higher than the score of the case group (p-value < 0.001). In the multivariate analysis, an individual who had received more than 4 hours of information showed an increase of 20.0% [09.0%; 33.0%] in the score (p-value = 0.001). CONCLUSIONS: Our results indicate that, in comparison with other forms of training, simulation in mechanical ventilation provides long-lasting knowledge in the medium term. Further studies are needed to improve the designing and evaluation of training that provides minimal mechanical ventilation skills.

Comparison of the Effect of Practical Training and Integrated Simulated-practical Training on the Knowledge and Skills of Using Ventilator in Nursing Students

“…These results were consistent with the ndings of studies by Tallo, Sajjadi, Ramar, and Bayares. The results of Tallo et al's study suggested that ventilator simulation training resulted in better performance of medical students than "discussion-based clinical case methods" and "online distance learning" [20]. The results of Sajjadi et al's study revealed that online simulator training resulted in better performance and greater satisfaction among nursing students in mechanical ventilation [3].…”

Pressure Injury Risk Assessment in Pediatric Intensive Care: A Prospective Validation Study of the Glamorgan Scale and Predictive Comparison with the Braden Q Scale

“…47,48 Because of the hemodynamic instability of critically ill patients, continuous-use drugs are often necessary; these can contribute to the development of PI by interfering with peripheral blood flow and tissue perfusion. 49,50 The most frequently prescribed drugs were sedatives, analgesics, and vasoactive drugs. Sedative and analgesic drugs are commonly used in intensive care to reduce respiratory discomfort and improve adaptation to IMV.…”

Simulation-based Assessment to Measure Proficiency in Mechanical Ventilation among Residents

“…Although written assessments such as the MCE can be used to assess learning, SBAs require that learners apply knowledge when they operate a mechanical ventilator in a scenario that mimics real clinical scenarios, providing a more complete assessment of competence. Previous studies showed that simulation in MV can provide lasting knowledge and prepare residents to safely manage ventilated patients ( 30 , 39 , 40 ), and SBAs have been successfully used to identify learning gaps and provide remediation ( 30 ).…”