Impact of educational instruction on medical student performance in simulation patient

Abstract

Objectives: This study aimed to evaluate the effects, and timing of, a video educational intervention on medical student performance in manikin-based simulation patient encounters. Methods: This prospective mixed-methods study was conducted as part of the University of Toledo College of Medicine and Life Sciences undergraduate medical curriculum. One hundred sixty-six students second-year students participated in two simulations on a single day in September 2021. A 7-minute video intervention outlining the clinical diagnostic approach to pulmonary complaints was implemented. Students were randomized into 32 groups which were divided into two cohorts. One received the video prior to simulation-1 (n=83) and the other between simulation-1 and simulation-2 (n=83). Each simulation was recorded and assessed using a 44-point standardized checklist. Comparative analysis to determine differences in performance scores was performed using independent t-tests and paired t-tests. Results: Independent t-tests revealed the video-prior cohort performed better in simulation-1 (t(30)= 2.27, p= .03), however in simulation-2 no significant difference was observed between the cohorts. Paired t-test analysis revealed the videobetween cohort had significant improvement from simulation-1 to simulation-2 (t(15)= 3.06, p = .01); no significant difference was found for the video-prior cohort. Less prompting was seen in simulation-2 among both the video-prior (t(15)= -2.83, p= .01) and video-between cohorts (t(15)= -2.18, p= .04). Conclusions: Simulation training, and targeted educational interventions, facilitate medical students to become clinically competent practitioners. Our findings indicate that guided video instruction advances students' clinical performance greater than learning through simulation alone. To confirm these findings, similar investigations in other clinical training exercises should be considered.

A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

“…Examples of video-assisted learning in our settings are task trainers like venepuncture, electrocardiogram (ECG), injection pad, breast model, antenatal model and digital rectal examination (DRE) models combined with videos that show these procedures available for students to access in the self-directed learning area in the SC ( https://www.imu.edu.my/self-directed-learning-sdl/ ). Studies have previously reported that readily available educational video resources are an added instructional tool for students to practice skills and enable repetitive skills to reach clinical competency [ 23 , 24 ]. Our findings highlight the benefits of these resources for preclinical students through a self-directed learning approach.…”

The Role of E-Content Development in Medical Teaching: How Far Have We Come?

“…Three articles were on the e-learning platform and five were based on video-based elearning (Table 1). [26] in between simulation in two gropus standardized checklist clinical performance compared to relying solely on simulation-based learning.…”

“…In three studies [28,35,39], the evaluation was performed on the basis of MCQs and observed better performance and a better learning experience in the students. In another study [26], a standardized 44-point scale was used, which significantly improved student clinical performance. Two studies [27,37] used structured checklists and observed e-content as a preferred method.…”