The Effectiveness of Medical Simulation in Teaching Medical Students Critical Care Medicine

Abstract

We aimed to assess effectiveness of simulation for teaching medical students critical care medicine and to assess which simulation methods were most useful. We searched AMED, EMBASE, MEDLINE, Education Resources Information Centre, British Education Index, Australian Education Index, and bibliographies and citations, in July 2013. Randomized controlled trials comparing effectiveness of simulation with another educational intervention, or no teaching, for teaching medical students critical care medicine were included. Assessments for inclusion, quality, and data extraction were duplicated and results were synthesized using meta-analysis.We included 22 randomized control trials (n = 1325). Fifteen studies comparing simulation with other teaching found simulation to be more effective [standardized mean difference (SMD) = 0.84; 95% confidence interval (CI) = 0.43 to 1.24; P < 0.001; I = 89%]. High-fidelity simulation was more effective than low-fidelity simulation, and subgrouping supported high-fidelity simulation being more effective than other methods. Simulation improved skill acquisition (SMD = 1.01; 95% CI = 0.49 to 1.53) but was no better than other teaching in knowledge acquisition (SMD = 0.41; 95% CI = -0.09 to 0.91).

Clinical Simulation for Teaching of Wound Evaluation and Treatment

“…The findings showed that dialogued lecture and clinical simulation enabled the acquisition of theoretical concepts for wound evaluation and treatment. These results are consistent with studies that have shown clinical simulation to be an effective strategy for improving clinical performance but to have little effect on knowledge acquisition when compared with other educational methods (Beal et al, 2017;Hoffmann, O'Donnell, & Kim, 2007;McCoy et al, 2011).…”

“…The data obtained in this research in combination with other evidence from the literature confirm that clinical simulation is effective for the development of nursing students' clinical reasoning in wound evaluation and treatment and that clinical simulation in conjunction with other educational methods promotes the acquisition of knowledge by promoting the transition from what the student knows to rational action (Beal et al, 2017;McCoy et al, 2011).…”

Insomnia Telemedicine OSCE (TeleOSCE): A Simulated Standardized Patient Video-Visit Case for Clerkship Students

“…Simulation is a widely used model of medical training, allowing incorporation of practical, hands-on skills training outside of the classroom. 3 Shortridge et al 4 discussed the need for rural telemedicine in Oklahoma, which echoes the need throughout the US. 5 We have implemented a telemedicine simulation curriculum in our family medicine core clinical experience (clerkship) as a mechanism to train future providers to practice in rural or remote locations where patients may not be able to reach a health care facility.…”

High-fidelity simulation training programme for final-year medical students: implications from the perceived learning outcomes

“…This idea is supported by the literature, which demonstrates simulation training is better than other forms of instruction method such as didactic or problem-based learning and should serve as an adjunct to other instruction methods. 2,38,39 This point is particularly important because interns or junior doctors are the first medical responders called to attend acutely deteriorating patient in a ward and their suboptimal management might put patients at risk or delay appropriate treatment. 21,29 The General Medical Council of the United Kingdom also recommends the use of simulation technology in medical school.…”