Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students

Mascarenhas, Sharon; Halabi, Manal Al; Otaki, Farah; Nasaif, Mohamed; Davis, Dave

doi:10.3946/kjme.2021.183

Cited by 15 publications

(16 citation statements)

References 27 publications

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“…As for the qualitative, data, researchers adapted the 6-step framework for thematic analysis initially introduced by Braun and Clarke [17]. It is recommended to use this technique in research on health professionals' education [18], and it is frequently put into practice in this realm [19][20][21]. Accordingly, the researchers (independently) familiarized themselves with the data and then generated the initial codes.…”

Section: Students' Perception Of Peer Learning (Quantitative)mentioning

confidence: 99%

Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study

Alzaabi¹,

Nasaif²,

Khamis³

et al. 2021

JMIR Med Educ

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Background The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective This study was conducted to assess medical students’ perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students’ perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students’ (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis. Results Out of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique’s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination. Conclusions Peer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions.

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Section: Students' Perception Of Peer Learning (Quantitative)mentioning

confidence: 99%

Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study

Alzaabi¹,

Nasaif²,

Khamis³

et al. 2021

JMIR Med Educ

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“…MBRU is one of 8 medical colleges in the UAE and one of two in Dubai. MBRU was established in 2016, and currently offers a 6-year Bachelor of Medicine, Bachelor of Surgery (MBBS) program [ 10 , 30 , 31 ] as well as postgraduate degrees in dentistry [ 11 , 32 , 33 ], nursing, and biomedical sciences. The first 3 years of the respective MBBS program are preclinical and the remaining years are spent in the clinical setting.…”

Section: Methodsmentioning

confidence: 99%

“…Effectively leveraging certain existent theories of education in designing and implementing IPE hold the potential of raising the reliability and robustness of the respective interventions [ 10 , 11 ]. As such, Situated Learning Theory (SLT), which was initially proposed by Jean Lave and Etienne Wenger in the late 1980s, is suitable for application in this context.…”

Section: Introductionmentioning

confidence: 99%

Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates

et al. 2022

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Background The value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined. Purpose To investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE. Methods A pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS. Results Of those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions’ students. In terms of the subscales, the participants’ openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected. Conclusion The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals’ capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.

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“…As a result, the students may not have had enough time to act or the debriefing has been too long. Simulation scenario scripts with suitable time allocation support teachers in guiding simulations by ensuring a reasonable timeframe for achieving the desired outcomes [1,16,43].…”

Section: Timetablementioning

confidence: 99%

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

Marja¹,

Marja²,

Suvi³

2022

J Nurs Pract

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Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students

Cited by 15 publications

References 27 publications

Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study

Medical Students’ Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study

Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates

Evaluation of Simulation Scenarios in a Bachelor´S Degree Programme in Nursing: A Cross-Sectional Study

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