Tutors Perception on a Training Workshop on Simulation Based Medical Education

Abstract

Abstract:Background: The notion of 'learning by doing' has become less acceptable especially when invasive procedures are needed. Simulation provides learners the opportunity for deliberate practice. Universiti Kebangsaan Malaysia Medical Centre (UKMMC) is one of the promoter of Simulation-based medical education (SBME), conducting regularly "train the trainer workshop" aimed to increase the efficiency of learner. The objective of this paper is to provide an insight from the learners' perspective on a SBME workshop. Methods: It was a pre and post-test design survey, done on a total of 21 participants of UKMMC who attended a 2-daytrain-the-trainer workshop on SBME held in April 2014 at Simulation Lab of Emergency Department. Participants were exposed to interactive-lectures, hands-on with scenario design-development using high fidelity simulator and trying out the scenario with simulation. Each simulation session lasted around 30 minutes, followed by a 15-minute debriefing and 10-minute didactic session. During debriefing, video clips of what participants did were shown. Participants completed pre-post evaluation on their pre-experience, usefulness of SBME and as feedbackmethod, and meeting the objectives of SBME-workshop. Results: Post-test evaluation showed 100% participants reported simulation was very useful compared to 43% in the pre-test. While 83% agreed feedback was better served by video-re-run in post-test compared to 43% in the pretest. Most expressed that the workshop achieved the desired objectives. Conclusion: The SBME is an effective method to gain medical-procedural experience and is well accepted by the participants. Medical schools should use simulation as an educational tool in order to increase the efficiency of learners.

Percepción estudiantil sobre el modelo educativo basado en la simulación

“…La percepción de los estudiantes acerca del modelo educativo basado en simulación, reportó un 75% de satisfacción. Otros estudios han buscado identificar también la percepción de los estudiantes durante el proceso de aprendizaje, como el realizado por Salam et al [15] que reportó un nivel de satisfacción del 100%, hallazgo similar al del trabajo de Jørgensen et al [16] que reportó altos niveles de autoeficacia al combinar lecciones tradicionales con lecciones basadas en simulación. Si bien en dichos estudios las características metodológicas de las actividades en simulación son similares, estas investigaciones han evaluado grupos más reducidos y sesiones de trabajo relacionadas con temas puntuales, sin referencia a modelos educativos implementados de manera transversal durante todo el proceso formativo del estudiante.…”

<p>Simulation-based education workshop: perceptions of participants</p>

“…9 Salam et al stated that SBE provides an opportunity for trainees/students to practice within a safe learning environment without subjecting patients to avoidable harm and thereby improve patient safety. 19 AlHarbi stated that SBE creates a safe, risk-free environment for novice health-care professionals to acquire knowledge, skills, and attitudes. 2 SBE is increasingly advocated as an educational strategy for improving patient safety.…”

“…It must be guided as per the learning needs of the individual or team. 10,19,25 It is clearly mentioned by Purva et al that testing of all simulation equipment must be done before and after every session of SBE to ensure that they are in good working condition. 26 Mean feedback scores were >4 on nine statements of 15: objective of the workshop was fulfilled (4.16±0.688), the session was very interesting (4.37±0.597), the session was useful to me for future jobs (4.47±0.513), the scenario was relevant to my subject (4.21±0.787), what I learnt will be useful for teaching practices (4.05±0.78), the resource persons/facilitators were helpful and effective (4.37 ±0.597), the resource persons/facilitators answered all my questions (4.32±0.478), the resource persons/facilitators were professional and courteous (4.42±0.507), and the course content was presented clearly and Power Point slides were good (4.26±0.452).…”

“…Perceptions of tutors were similar after participating in a training workshop on SBE ("train the trainer") at Universiti Kebangsaan Malaysia Medical Centre in 2014. 19 The mean feedback score on six items was around 2: felt difficulty in preparing scenarios (2.33±0.84), not confident in preparing evaluation tools for skills and attitudes (2.22±0.548), the session was difficult to understand (1.74±0.733), the time available for this session was not sufficient (2.89±0.937), learnt no new techniques/ideas (2.28±1.274), and did not perform the technique well (2.58±1.017). This indicates that the time for the workshop was not sufficient for participants to understand the subject, prepare scenarios and evaluation tools for skills and attitudes, and practice.…”

Response to ‘Learner perception regarding the lecture and the small group discussion as Teaching/ Learning methods in Physiology’

“…In conclusion, lecture and small group discussions both uphold the principles of learning and fulfills the criteria of Blooms Taxonomy of learning and in addition the modern day's internet and smart tools are the media that bring teacher-student, studentstudent (peer) closer from any part of the World, though virtually but the knowledge transfer in reality. Nowadays simulation based medical teaching is gaining relevance as it fulfills the criteria of 'learning by doing' which is well proved in a 'train the trainer workshop' in a Malaysian study 5 . It also insists on the assessment part at the end of learning, be it by lecture mode or small group, PBL or Case based learning.…”