High-fidelity simulation is superior to case-based discussion in teaching the management of shock

Littlewood, Keith E.; Shilling, Ashley; Stemland, Christopher J.; Wright, Elisabeth B.; Kirk, Mark A.

doi:10.3109/0142159x.2012.733043

Cited by 43 publications

(25 citation statements)

References 22 publications

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“…Measurement of skill represents the students’ performance in these groups but was not compared to other groups of students with a different scenario or method, so the results for skill gave limited information. However, many studies showed that simulation was superior to case-based or problem-based learning 10,23. We suggest that further studies should have a control group and recommend retesting these students to judge retention of knowledge of sepsis management.…”

Section: Limitationsmentioning

confidence: 90%

“…It has many benefits for students that include meeting a real experience, no harm to patients, and it is a student-centered learning style. A study showed that a medical simulation course helps students understand better compared with a case-based discussion in the management of shock 10. Students gained more knowledge and skill in emergency situations than in problem-based learning 11.…”

Section: Introductionmentioning

confidence: 99%

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High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation

Vattanavanit

Kawla-Ied

Bhurayanontachai

2016

OAEM

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BackgroundSeptic shock resuscitation bundles have poor compliance worldwide partly due to a lack of knowledge and clinical skills. High-fidelity simulation-based training is a new teaching technology in our faculty which may improve the performance of medical students in the resuscitation process. However, since the efficacy of this training method in our institute is limited, we organized an extra class for this evaluation.PurposeThe aim was to evaluate the effect on medical students’ knowledge and confidence levels after the high-fidelity medical simulation training in septic shock management.MethodsA retrospective study was performed in sixth year medical students during an internal medicine rotation between November 2015 and March 2016. The simulation class was a 2-hour session of a septic shock management scenario and post-training debriefing. Knowledge assessment was determined by a five-question pre-test and post-test examination. At the end of the class, the students completed their confidence evaluation questionnaire.ResultsOf the 79 medical students, the mean percentage score ± standard deviation (SD) of the post-test examination was statistically significantly higher than the pre-test (66.83%±19.7% vs 47.59%±19.7%, p<0.001). In addition, the student mean percentage confidence level ± SD in management of septic shock was significantly better after the simulation class (68.10%±12.2% vs 51.64%±13.1%, p<0.001). They also strongly suggested applying this simulation class to the current curriculum.ConclusionHigh-fidelity medical simulation improved the students’ knowledge and confidence in septic shock resuscitation. This simulation class should be included in the curriculum of the sixth year medical students in our institute.

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Section: Limitationsmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation

Vattanavanit

Kawla-Ied

Bhurayanontachai

2016

OAEM

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“…learners when compared to interactive, shorter educational sessions that encourage active learning. [5][6][7][8][9][10] Specific changes rooted in education theory that have previously been implemented to improve didactics include shorter, more focused lectures, diverse, interactive teaching formats, and interleaving of both topics and formats. 11 Implementing changes to didactic curricula can be challenging and requires an approach that engages and meets the needs of various stakeholders.…”

mentioning

confidence: 99%

#DidacticsRevolution: Applying Kotter’s 8-Step Change Management Model to Residency Didactics

Haas

Munzer

Santen

et al. 2019

WestJEM

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Introduction: Leading change effectively is critical to advancing medical education. Residency didactics often require change in order to meet stakeholder’s needs. Kotter’s change management model (KCMM) is an 8-step method for implementing change that can be applied to educational initiatives. This innovation improved an emergency medicine residency didactics curriculum through application of KCMM. Methods: An initiative to improve residency didactics curriculum was titled the “Didactics Revolution” and implemented according to KCMM: establish a sense of urgency, form a powerful guiding coalition, create a vision, communicate the vision, empower others to act on the vision, plan for and create short-term wins, consolidate improvements and produce still more change, and institutionalize new approaches. Data from the Annual Program Review was utilized to assess the impact of the KCMM strategy. Results: The percentage of residents who agreed or strongly agreed that lectures provide a valuable learning experience increased from 39.1% in the year prior to 88.0% in the year during the implementation (p < .001), and remained relatively high at 73.5% in the year following. The percentage of residents who agreed or strongly agreed that they felt well-prepared for the written boards increased from 60.9% in the year prior to 92.0% in the year during the implementation (p = .01) and remained high at 73.5% in the year following. Conclusion: Residency didactics can be improved through the use of KCMM, a change management model originally developed in the corporate context.

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“…Previous studies have confirmed the effectiveness of high‐fidelity simulation in improving nursing students' and medical students' knowledge and communication skills . However, only a few are designed where different professions learn together.…”

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confidence: 99%

Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship

Tofil

Morris

Peterson

et al. 2014

Journal of Hospital Medicine

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Simulation is effective at improving healthcare students' knowledge and communication. Despite increasingly interprofessional approaches to medicine, most studies demonstrate these effects in isolation. We enhanced an existing internal medicine curriculum with immersive interprofessional simulations. For ten months, third‐year medical students and senior nursing students were recruited for four, 1‐hour simulations. Scenarios included myocardial infarction, pancreatitis/hyperkalemia, upper gastrointestinal bleed, and chronic obstructive pulmonary disease exacerbation. After each scenario, experts in medicine, nursing, simulation, and adult learning facilitated a debriefing. Study measures included pre‐ and post‐tests assessing self‐efficacy, communication skills, and understanding of each profession's role. Seventy‐two medical students and 30 nursing students participated. Self‐efficacy communication scores improved for both (medicine, 18.9 ± 3.3 pretest vs 23.7 ± 3.7 post‐test; nursing, 19.6 ± 2.7 pretest vs 24.5 ± 2.5 post‐test). Both groups showed improvement in “confidence to correct another healthcare provider in a collaborative manner” (Δ = .97 medicine, Δ = 1.2 nursing). Medical students showed the most improvement in “confidence to close the loop in patient care” (Δ = .93). Nursing students showed the most improvement in “confidence to figure out roles” (Δ = 1.1). This study supports the hypothesis that interdisciplinary simulation improves each discipline's self‐efficacy communication skills and understanding of each profession's role. Despite many barriers to interprofessional simulation, this model is being sustained. Journal of Hospital Medicine 2014;9:189–192. © 2014 Society of Hospital Medicine

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High-fidelity simulation is superior to case-based discussion in teaching the management of shock

Abstract: In this study, students demonstrated better understanding of shock following simulation than after CBD. The secondary finding was the effectiveness of an OE with just-in-time deployment in curriculum assessment.

Cited by 43 publications

References 22 publications

High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation

High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation

#DidacticsRevolution: Applying Kotter’s 8-Step Change Management Model to Residency Didactics

Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship

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High-fidelity simulation is superior to case-based discussion in teaching the management of shock

Abstract: In this study, students demonstrated better understanding of shock following simulation than after CBD. The secondary finding was the effectiveness of an OE with just-in-time deployment in curriculum assessment.

Cited by 43 publications

References 22 publications

High-fidelity medical simulation training improves medical students&#39; knowledge and confidence levels in septic shock resuscitation

High-fidelity medical simulation training improves medical students&#39; knowledge and confidence levels in septic shock resuscitation

#DidacticsRevolution: Applying Kotter’s 8-Step Change Management Model to Residency Didactics

Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship

Contact Info

Product

Resources

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High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation

High-fidelity medical simulation training improves medical students' knowledge and confidence levels in septic shock resuscitation