Small Group Teaching: Clinical Correlation With a Human Patient Simulator

Euliano, T. Y.

doi:10.1152/advances.2001.25.1.36

Cited by 72 publications

(59 citation statements)

References 8 publications

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“…However, the percentage of students agreeing with the control statement was considerably lower than those statements concerning CV function curves (73%), cardiac mechanics (84%), and the FrankStarling mechanism (61%), which were the objectives of the exercise, suggesting that students completed the survey with genuine responses. These data are consistent with the data acquired by Euliano (4). Future studies need to include multiple control questions to further dissociate this phenomenon.…”

Section: Discussionsupporting

confidence: 88%

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

Harris

Ryan

Rabuck

2012

Advances in Physiology Education

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Students are relying on technology for learning more than ever, and educators need to adapt to facilitate student learning. High-fidelity patient simulators (HFPS) are usually reserved for the clinical years of medical education and are geared to improve clinical decision skills, teamwork, and patient safety. Finding ways to incorporate HFPS into preclinical medical education represents more of a challenge, and there is limited literature regarding its implementation. The main objective of this study was to implement a HFPS activity into a problem-based curriculum to enhance the learning of basic sciences. More specifically, the focus was to aid in student learning of cardiovascular function curves and help students develop heart failure treatment strategies based on basic cardiovascular physiology concepts. Pretests and posttests, along with student surveys, were used to determine student knowledge and perception of learning in two first-year medical school classes. There was an increase of 21% and 22% in the percentage of students achieving correct answers on a posttest compared with their pretest score. The median number of correct questions increased from pretest scores of 2 and 2.5 to posttest scores of 4 and 5 of a possible total of 6 in each respective year. Student survey data showed agreement that the activity aided in learning. This study suggests that a HFPS activity can be implemented during the preclinical years of medical education to address basic science concepts. Additionally, it suggests that student learning of cardiovascular function curves and heart failure strategies are facilitated.

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Section: Discussionsupporting

confidence: 88%

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

Harris

Ryan

Rabuck

2012

Advances in Physiology Education

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“…These findings are significant and important considering that the PBL hybrid cohort had a larger class size; we thus speculate that their performance would have even fared much better comparatively if the classes were of same size numerically. It is thus valid to concur with Euliano (2001) that small group teaching and problem based learning offer greater advantages over the traditional didactic lectures.…”

Section: Discussionmentioning

confidence: 54%

Comparative evaluation of active learning and the traditional lectures in physiology: a case study of 200 level medical laboratory students of imo state university, Owerri.

Anyaehie¹,

Nwobodo²,

Njoku³

2010

Nig. J. Phys Sci

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Summary: Currently, understanding of Physiology and disease patterns is undergoing a fundamental paradigm shift with attendant shift in education of health professionals worldwide towards active learning to encourage exploration of connections and their relationships. We introduced problem-based learning to Physiology teaching of medial laboratory students to confirm worldwide reports that active learning environments offer better learning opportunities over the traditional methods which is the predominant teaching method in Nigerian universities. Our findings indicate that Problem-based learning increases students' attendance/participation in classes and performance in examination. We recommend the integration of active learning into physiology curriculum of Nigerian Universities.

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“…In reviewing the literature, learner feelings of self-confidence tend to be improved when the learning experience is simulation-based. Euliano [16] reviewed the results of student evaluations of a simulation based course that also utilized problem-based learning techniques. Using a pretest/posttest design, learner confidence in their knowledge of the material significantly improved after participation in the simulation program (P-Value < 0.0001).…”

Section: Studies On Confidence and Achievementmentioning

confidence: 99%

Students’ Satisfaction with Simulation Learning Environment in Relation to Self-confidence and Learning Achievement

Aljohani¹,

Karim²,

George³

2016

JHS

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Abstract:The evolution in patient simulation as educational tool is being driven by a number of factors. Priority of patient safety, patient availability, and the ever increasing body of medical knowledge presents new challenges to curriculum planners. Student's satisfaction is an important element of the investigation of simulation learning environment efficacy. There are suggestions that student satisfaction may have some correlation with self-confidence and learning achievement. This is a prospective exploratory study that evaluates learners' satisfaction with simulation learning environment and self-conference utilized satisfaction with SSE (simulation experience scale) and pre and post simulation test for learning achievement. Participants was third-year medical students (n = 45) participating in their regular simulation-based session at Center of Excellence for Simulation Education and Innovation (CESEI), University of British Columbia. A comparison between pre-and post-test results was conducted on the basis of t-test for related samples. Correlation was used to explore the relationships among students satisfaction with the simulation environment and students' self-confidence and achievement. The simulation exercise, completed by 45 students, increased correct test answers on average from 72% to 89% (P-Value < 0.0001 by paired t-test). Increases in test results were between pre-and post-simulation identical multiple choice questions. The mean score for satisfaction with simulation environment items was 4.47, SD (0.45), using a 5-point Likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree. The mean score for self-confidence in performing BLS, evaluating and managing acute cardiac patient was 3.83, SD (1.02). For evaluating the relationship between students satisfaction with simulation learning environment and learning achievement, bivariate analysis revealed a significant positive relationship between satisfaction with simulation learning environment and learning achievement (Pearson r = 0.80, P-Value < 0.01). The magnitude or strength of the correlation coefficient (r = 0.80) indicated satisfaction with simulation environment and learning achievement have a strong effect and positive correlation. Simulation learning environment for medical students is effective in improving students' overall comprehension and better learning achievements. Furthermore, students' basic clinical skills are improved associated with higher self-confidence.

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Small Group Teaching: Clinical Correlation With a Human Patient Simulator

Cited by 72 publications

References 8 publications

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

Comparative evaluation of active learning and the traditional lectures in physiology: a case study of 200 level medical laboratory students of imo state university, Owerri.

Students’ Satisfaction with Simulation Learning Environment in Relation to Self-confidence and Learning Achievement

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