Use of Breast Simulators Compared with Standardized Patients in Teaching the Clinical Breast Examination to Medical Students

Schubart, Jane R.; Erdahl, Lillian M.; Js, Smith; Purichia, Heather; Kauffman, Gordon L.; Kass, Rena

doi:10.1016/j.jsurg.2011.10.005

Cited by 25 publications

(17 citation statements)

References 15 publications

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“…They found that both types of simulations were comparable as the two groups in their study (n=113 and n=131) did not differ significantly in the mean number of positive findings detected, or in their ratings of their comfort level when tested using the breast palpation simulator [18]. This finding suggests that perhaps breast simulators can be used as an alternative to SPs, avoiding the ongoing, recurring financial cost of hiring SPs.…”

Section: Breast Examination Skillsmentioning

confidence: 91%

“…Few studies have compared the different simulation methods; however, Schubart et al [18] compared breast simulators to SPs in teaching medical students a clinical breast examination. They found that both types of simulations were comparable as the two groups in their study (n=113 and n=131) did not differ significantly in the mean number of positive findings detected, or in their ratings of their comfort level when tested using the breast palpation simulator [18].…”

Section: Breast Examination Skillsmentioning

confidence: 99%

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The Educational Utility of Simulations in Teaching History and Physical Examination Skills in Diagnosing Breast Cancer: A Review of the Literature

Simpson

2014

J Breast Cancer

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This paper is a review of the literature examining the use of medical simulations to teach our future healthcare providers how to diagnose breast cancer. MEDLINE and Embase databases were searched to identify the literature published between 1990 and 2014. In total, 113 articles were retrieved and evaluated for their relevance to the topic. Simulation methods, such as standardized patients and breast models were found to enhance students' abilities to perform patient histories and physical examinations to detect breast cancer. In addition, simulation can help trainees learn how to communicate bad news to patients effectively. There is an abundance of literature supporting the continued use of simulations in the curricula of medical schools. However, future studies based on sound theoretical frameworks are needed to evaluate the positive effects of simulation-based education on patient outcomes.

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Section: Breast Examination Skillsmentioning

confidence: 91%

Section: Breast Examination Skillsmentioning

confidence: 99%

The Educational Utility of Simulations in Teaching History and Physical Examination Skills in Diagnosing Breast Cancer: A Review of the Literature

Simpson

2014

J Breast Cancer

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“…Evaluations of automated medical simulations have found fairly modest benefits. For instance, the use of simulators (automated) was found to increase skills in performing a clinical breast exam, but this increase was limited to students with little clinical experience (Schubart et al, 2012). Thus, the use of automated patient simulators may be a good training aide prior to contact with patients, but likely is not a replacement for quality contact with patients.…”

Section: Chapter 1 Literature Review Clinical Training In Medical Stumentioning

confidence: 99%

Impact of educational messages on patient acceptance of male medical students in OB–GYN encounters

Buck

Littleton

2016

Journal of Psychosomatic Obstetrics & Gynecology

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“…SPs typically have no abnormal clinical signs and cannot demonstrate the range of pathologies seen in symptomatic patients, resulting in inconsistent educational experience 8. SPs are costly and present issues of feasibility when trying to provide sufficient opportunity for students to practice 9.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of simulation methods for teaching peripheral arterial examination to medical students

et al. 2017

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Physical examination is a critical component of medical practice yet the focus on efficient patient turnover has impacted the availability of patients with clinical findings willing to be examined by students and skills' teaching is not consistent across clinical rotations. This work evaluates simulation methodologies for teaching of the peripheral arterial examination and evaluates whether skills learnt are transferable to clinical practice.Second-year medical students were taught peripheral arterial examination on a SimMan 3G or with simulated patients (SPs). Both groups were assessed by Objective Structured Clinical Examination (OSCE) with outpatients who have been diagnosed with peripheral arterial disease.There was no difference in the pass rate at OSCE between the two groups. SimMan better facilitated repeated practice, group learning, peer teaching and discussion, which were highly valued by the students. Students felt that the SImMan tutorial did not facilitate development of spatial cognition or pattern recognition. They also felt less well prepared to deal with real patients in terms of having practised appropriate language, issuing instructions and attempting to reassure patients.Both methods of simulation teaching have distinct merits and the ideal approach maybe to use the SimMan in combination with SPs.

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Use of Breast Simulators Compared with Standardized Patients in Teaching the Clinical Breast Examination to Medical Students

Cited by 25 publications

References 15 publications

The Educational Utility of Simulations in Teaching History and Physical Examination Skills in Diagnosing Breast Cancer: A Review of the Literature

The Educational Utility of Simulations in Teaching History and Physical Examination Skills in Diagnosing Breast Cancer: A Review of the Literature

Impact of educational messages on patient acceptance of male medical students in OB–GYN encounters

Evaluation of simulation methods for teaching peripheral arterial examination to medical students

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