Clinical simulation training improves the clinical performance of Chinese medical students

Zhang, Mingya; Cheng, Xin; Xu, Anding; Luo, Liangping; Yang, Xuesong

doi:10.3402/meo.v20.28796

Cited by 29 publications

(22 citation statements)

References 13 publications

(13 reference statements)

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“…Traditional didactic methods of teaching are insufficient in achieving the desired learning outcomes about the management of emergencies. Only clinical exposure to the medical emergencies can render adequate training on management of acutely ill patients, which is easily addressed by simulation, which may fill a gap in the current undergraduate medical curricula (6,17,18). Studies conducted previously among medical students have found that students value simulation-based learning highly (4,9).…”

Section: Data Collectionmentioning

confidence: 99%

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Kodikara¹,

Karunaratne²,

Chandratilake³

2020

EIMJ

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Medical students learn clinical skills related to the management of emergencies during their clerkships, mainly via peripheral participation and observation. Simulation-based training is identified as an adjunct to clinical practice enabling students to learn clinical skills in a safe environment. Nevertheless, simulation-based training is still underutilised in many countries in the developing world. The purpose of this study was to explore the value of simulation-based learning using an intermediate fidelity simulator to train medical undergraduates on the management of medical emergencies. A pilot group of 80 fourth year medical students attended four simulation-based clinical skills sessions. The students completed a self-administered evaluation, which included both open and close-ended questions postsimulation. Descriptive statistics were employed to analyse the responses to close-ended questions, and the responses to open-ended questions were analysed for recurring themes. All participating students responded to the evaluation. Students rated the simulation-based learning experience with high positivity. The self-competency of 74 (92.5%) students had increased following the sessions. The sessions have provided a "safe" learning environment to all students, and 70 (87.5%) felt it helped apply theory into practice. Thirty-three (41.2%) noted the simulation session as an important learning tool for practising clinical skills. Thirty-one (38.5%) wished to participate in more sessions, and 39 (48.7%) felt that simulation should be introduced to the curriculum from the first-year. Students have recognised intermediate fidelity simulators as a valuable learning tool to train on the management of clinical emergencies and should be integrated into undergraduate medical curricula.

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Section: Data Collectionmentioning

confidence: 99%

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Kodikara¹,

Karunaratne²,

Chandratilake³

2020

EIMJ

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“…Therefore, this study is in accordance with translational medicine concepts and, simultaneously, considers patient safety. All alterations of the teaching approach sufficiently mobilized medical students' productive thinking and study interests and increased the interactivity and communication between teachers and students (Zhang, Cheng, Xu, Luo, & Yang, 2015) This research has developed an innovative didactic teaching approach combining medical or virtual simulation and clinical practice-based interactive teaching and learning in a diagnostics and internal medicine curriculum based on translational medicine and patient safety concepts. The study has emphasized the close integration between clinical theory and practice.…”

Section: Value Of Constructing New Didactics In Internal Medicine Basmentioning

confidence: 99%

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

Yang¹,

Huang²,

Li³

et al. 2018

IJHE

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Purpose: To develop a novel method for closely and effectively integrating simulation scenarios and clinical practices to improve clinical skills training in the concepts of translational medicine.Methods: Forty-two and 38 third-year medical students in the classes of 2010 and 2009 at Jinan University were selected as an observation group and a control group, respectively. The former group was taught according to a new, integrated mode, while the latter received traditional methods. Students' scores on practical tests in physical examination, internal punctures, and case analysis; theory-based exams on diagnostics and internal medicine; and questionnaire surveys were compared and analyzed. In addition, system-oriented curricula were explored and implemented.Results: A novel mode that closely and effectively integrates theory and practice in the observation group had been established although there were no statistically significant difference (P>0.05) between Grade 2010 and Grade 2009 in clinical basic skills training scores. However, there were statistically significant differences (P<0.05) in scores on practical tests of physical examination and internal punctures among the diagnostic, internal medicine and internship periods in the class of 2010 but no statistically significant difference (P>0.05) in case analysis scores. Therefore, system-oriented curricula were initially designed and explored in excellent students from Grade 2010 to reinforce clinical thinking. Conclusion:The novel program integrating simulation scenarios and clinical situations for training students in diagnostics and internal medicine skills can improve medical students' clinical comprehensive abilities and achieve effects that are similar to those of the traditional method. This program is more popular with students and ensures patient safety as well. In addition, different characteristics of clinical skills training have been compared for the further exporation of system-oriented curricula.

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“…In China, history taking is taught in the fifth or sixth semester of education for a 5-year or 6-year clinical medicine major (Zhang, Cheng, Xu, Luo, & Yang, 2015;Pan, Cheng, Zhou, Li, & Yang, 2016). The current method of teaching history taking in Chinese medical schools mainly includes two parts: theoretical study and bedside practice.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, various teaching methods are introduced to teach students to take a complete medical history. These methods include lectures, using simulated patients, engaging in role-play activity and using videotape to record students' interviews (Keifenheim et al, 2015;Yu et al, 2017).In China, history taking is taught in the fifth or sixth semester of education for a 5-year or 6-year clinical medicine major (Zhang, Cheng, Xu, Luo, & Yang, 2015;Pan, Cheng, Zhou, Li, & Yang, 2016). The current method of teaching history taking in Chinese medical schools mainly includes two parts: theoretical study and bedside practice.…”

mentioning

confidence: 99%

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

Huang¹,

Xu²,

Lin³

et al. 2018

IJHE

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History taking is an extremely important skill for medical students to master. In China, medical students usually have opportunities to practise this skill on real patients after they have learned diagnostics and basic relevant theoretical knowledge. Today, however, several factors, such as increased enrolment of medical students and the need to ensure patient safety in avoiding stressful doctor-patient relationships may increase both the difficulty and the importance for medical students to develop this skill. In view of these situations, the aim of this study was to introduce one specific teaching method, i.e., role-play activity, in order to help medical students cultivate and practise history-taking and related skills. 52 third-year medical students were divided into two groups. Students in observation group received role-play activity training before interviewing with real patients. Students in control group were taught by traditional methods without the new method intervention. The teaching effects of role-play activities were evaluated via medical records, tests of history taking and theoretical exams, and questionnaire for the observation group. The scores of seven medical case records for each student in the observation group were analysed and were found to be higher than those in the control group. These results showed no significant differences between the two groups in the first and second interview records with real patients in the hospital, but statistically significant differences were found from the third time. The scores on history-taking tests with a standardized patient (SP) were higher in the observation group than in the control group. No significant difference was found between the two groups in their theory exam scores. Results indicated that role-play activity is an effective method for medical students to improve their history-taking skills.Keywords: medical students, history taking, role-play activity, clinical skills, standardized patient, medical education BackgroundHistory taking is considered a basic clinical skill for clinicians. Data obtained from history taking are essential and important for making an accurate diagnosis (Haring, Cools, van Gurp P, van der Meer, & Postma, 2017;Jose, 2012). However, this skill is difficult for students to learn and develop in the beginning (McKenna, Innes, French, Streiberg, & Gilmour, 2011). Lack of time, lack of training and lack of resources are barriers preventing students from improving in this basic skill (Goncalves et al., 2016;Troncon, 2009). Therefore, various teaching methods are introduced to teach students to take a complete medical history. These methods include lectures, using simulated patients, engaging in role-play activity and using videotape to record students' interviews (Keifenheim et al., 2015;Yu et al., 2017).In China, history taking is taught in the fifth or sixth semester of education for a 5-year or 6-year clinical medicine major (Zhang, Cheng, Xu, Luo, & Yang, 2015;Pan, Cheng, Zhou, Li, & Yang, 2016). The current...

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Clinical simulation training improves the clinical performance of Chinese medical students

Cited by 29 publications

References 13 publications

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Intermediate Fidelity Simulation to Educate Emergency Management Skills

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

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