Simulation via instant messaging − birmingham advance (SIMBA) as a tool to bridge gaps in clinical knowledge and expectations between physicians and patients with polycystic ovary syndrome

Sakthivel, Pavithra; Melson, Eka; Rezai, Fatema; Synn, Cuen Pan Carina; Sheikh, Jameela; Kaur, Harsimran; Cooper, Cyrus; Abdelhameed, Farah; Pang, Francesca; Bhatt, Shreya; Shabbir, Dania; Davitadze, Meri; Gleeson, Helena; Manolopoulos, K.; Chu, Justin Jang Hann; O', Reilly Michael; Arlt, Wiebke; Gillett, Caroline; Kempegowda, Punith; Team, Simba

doi:10.1530/endoabs.81.p192

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“…Moreover, recently the SIMBA model has successfully been used for patient education. Whilst this study focuses on students, this can be vital in improving shared decision-making and patient outcomes (30).…”

Section: Discussionmentioning

confidence: 99%

SIMBA for Students – teaching medical cases to pre-clinical medical and pharmacy students through online simulation: a pilot study

Swaminathan,

Zhou,

Allison

et al. 2023

Preprint

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Background Simulation-based learning (SBL) is superior to Small-group teaching (SGT) in training adaptability, situation awareness, critical assessment, and management. Simulation via Instant Messaging - Birmingham Advance (SIMBA) is a novel SBL approach that improves healthcare professionals’ applied learning skills. We adapted the SIMBA as a learning model for undergraduate medicine and pharmacy students. The performance and acceptance of SIMBA was compared to SGT. Methods SIMBA followed Kern et al.’s six-step conceptual framework and blended elements of the simulation game with Kolb’s experiential learning theory. All SIMBA and SGT sessions conducted for pre-clinical medical and pharmacy students from October 2020 to March 2022 were included. Knowledge gain and students’ acceptance of SIMBA and SGT were measured through multiple-choice questions (MCQs) and post-session surveys. The median MCQ score was compared between groups using Wilcoxon signed rank test. Results 130 students attended 14 SIMBA sessions. After attending SGT sessions corresponding to SIMBA sessions, 150 students responded to post-SGT survey. Of these, 38 attended both SIMBA and SGT. Post-SIMBA MCQ scores were higher than post-SGT only (median: 75.0% vs 60.0%, p < .0001). MCQ scores were similar between those who attended only SIMBA and both SIMBA and SGT (75.0% vs 63.3%, p = .0731). Students reported SIMBA sessions were more enjoyable (89.2%), easier to follow (90.8%), engaging and interactive (81.5%), promoted new knowledge (90.0%), and provided a deeper understanding (93.9%) compared to SGT. Conclusions SIMBA demonstrated superiority over SGT for teaching endocrinology to pre-clinical medical and pharmacy students, offering advantages such as enhanced knowledge acquisition, engagement, and interaction.

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Section: Discussionmentioning

confidence: 99%