Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies

Tawfik, Marwa M. R.; Fayed, Amel; Dawood, Amal F; Mussaed, Eman Al; Ibrahim, Gehan H.

doi:10.1007/s40670-020-01014-y

Cited by 13 publications

(7 citation statements)

References 30 publications

(38 reference statements)

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“…The themes indicate that although each participant had undergone a unique experience based on their individual choices, they all had the same view-that the learning experience was more effective and enjoyable than that of their conventional class. Similar results were reported by Akselbo and Aune (2022) and Tawfik et al (2020).…”

Section: Discussionsupporting

confidence: 91%

Fostering Growth Mindset Principles in the Prevention of Type 2 Diabetes Through a Narrative Game

Raffali¹,

Asraf²

2023

IJLTER

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The number of overweight school-age children facing the risk of Type 2 diabetes from obesity is rising at an alarming rate worldwide. Studies have shown that adopting a healthy lifestyle by following a nourishing diet and engaging in frequent physical activity is vital in tackling the problem. However, knowing about it does not equate to knowing how to do it. Hence, through design research, we employed a cross-disciplinary approach in creating an educational simulation to inform and provide the how-to on making health-related choices for teenagers. This study was aimed at constructing an interactive visual novel by intertwining growth mindset principles with the game’s narrative using the integrative behaviour prediction model as the framework. Upon completion of the prototype, we asked four students to test the game, and their feedback was analysed for emerging themes. Discovery learning, the thrill of the game, and empowerment by information each coincide with the three essential design elements of successful educational experiences: simulation, game, and pedagogy. The findings suggest that the potential for growth mindset principles to be used to reinforce healthy decision-making among teenagers through a narrative game is highly promising, while at the same time providing the learners with a meaningful and engaging experience.

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Section: Discussionsupporting

confidence: 91%

Fostering Growth Mindset Principles in the Prevention of Type 2 Diabetes Through a Narrative Game

Raffali¹,

Asraf²

2023

IJLTER

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“…However, the qualitative analysis revealed that the students perceived the high-fidelity simulation to reinforce their learning of pharmacology more than case-based tutorial sessions. Similar findings have been observed in a previously conducted randomized controlled trial which compared simulation-based learning to traditional lectures in teaching the diagnosis and management of bronchial asthma (43). Thus, it is worth considering both the modality’s effect on students’ performance and the students’ perception of the learning experiences in deciding whether or not to adapt it.…”

Section: Discussionsupporting

confidence: 87%

“…In alignment with previously conducted studies (41–43), the quantitative analysis of the current study showed that the choice of modality did not affect the students’ knowledge retention. However, the qualitative analysis revealed that the students perceived the high-fidelity simulation to reinforce their learning of pharmacology more than case-based tutorial sessions.…”

Section: Discussionsupporting

confidence: 86%

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

Kaddoura,

Faraji,

Otaki

et al. 2024

Preprint

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Introduction Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. Methods This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students’ perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. Results There was no statistically significant difference in students’ knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students’ satisfaction, to both confirmation and expansion of the systemic viewpoint around students’ preferences, and lastly to refinement in relation to the perspective around retained knowledge. Conclusion High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students’ retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective. Key terms pharmacology; high-fidelity simulation; case-based tutorial; undergraduate medical education; mixed methods research; data integration; joint display analysis; Kirkpatrick evaluation model; Learning-Transfer Evaluation Model; adult learning theory; self-regulated learning; Kolb’s experiential learning theory; social constructionism theory; assessment; evaluation; performance; perception; knowledge retention; Dubai; United Arab Emirates; Middle East and North Africa

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“…As for the secondary outcomes of attitudes, there was potential nonresponse bias if the surveys were more likely to be completed by residents with stronger knowledge and/or more positive attitudes toward the intervention. [3][4][5]8,12,13,16,17,20 primer-6-12…”

Section: Discussionmentioning

confidence: 99%

Knowledge Retention Using “Relay”: A Novel Active-Learning Technique

Freeman

Brown

Miller

et al. 2022

PRiMER

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Introduction: Many residency programs utilize passive didactic lectures despite mixed evidence for knowledge retention. This prospective study investigated the efficacy of “relay,” an active-learning technique, as measured by residents' knowledge retention and attitudes compared to traditional format. Methods: Faculty presented lectures to four family medicine residency programs on a randomized schedule. Lectures were followed by a 15-minute question-and-answer (Q&A) session or relay session. A relay is a collaborative, question-based game. The primary outcome was knowledge retention at 3 months, comparing Q&A to relay sessions as measured by a multiple-choice assessment. Responses were only included if a given resident completed knowledge assessments for both Q&A and relay sessions, to allow for intraresident adjustments, in addition to program, training year, and lecturer/topic. Secondary outcomes included residents' self-perceived knowledge and engagement as surveyed by an ordinal scale immediately following the learning session. Results: The primary analysis included 51 responses from 18 unique residents. The adjusted mean knowledge assessment score at 3 months was not statistically different after the relay sessions compared to Q&A (67% vs 60%, respectively; 7% difference, 95% CI: -4 to 18%, P=.20). For the secondary outcomes of learner attitudes (n=143 responses), learners reported greater engagement after the relay sessions compared to Q&A (51% vs 28% "very engaged"; overall P=.003), but self-perceived knowledge was not significantly different (overall P=.05, rounded down). Conclusions: The relay technique did not show significant difference in 3-month knowledge retention, nor immediate self-perceived knowledge, despite greater learner self-perceived engagement.

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Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies

Cited by 13 publications

References 30 publications

Fostering Growth Mindset Principles in the Prevention of Type 2 Diabetes Through a Narrative Game

Fostering Growth Mindset Principles in the Prevention of Type 2 Diabetes Through a Narrative Game

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: convergent mixed methods research investigating undergraduate medical students’ performance and perception

Knowledge Retention Using “Relay”: A Novel Active-Learning Technique

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