Alluri Ram Kiran, Tsing Pamela, Lee Edward, Napolitano Jason
a David Geffen School of Medicine at UCLA , USA.
Med Teach. 2016;38(4):404-9. doi: 10.3109/0142159X.2015.1031734. Epub 2015 Apr 21.
The purpose of this study was to compare the efficacy of simulation versus lecture-based education among preclinical medical students.
Twenty medical students participated in this randomized, controlled crossover study. Students were randomized to four groups. Each group received two simulations and two lectures covering four different topics. Students were administered a pre-test, post-test and delayed post-test. The mean percentage of questions answered correctly on each test was calculated. The mean of each student's change in score across the three tests was used to compare simulation- versus lecture-based education.
Students in both the simulation and lecture groups demonstrated improvement between the pre-test and post-test (p < 0.05). Students in the simulation group demonstrated improvement between the immediate post-test and delayed post-test (p < 0.05), while students in the lecture group did not demonstrate improvement (p > 0.05). When comparing interventions, the change in score between the pre-test and post-test was similar among both the groups (p > 0.05). The change in score between the post-test and delayed post-test was greater in the simulation group (p < 0.05).
High-fidelity simulation may serve as a viable didactic platform for preclinical medical education. Our study demonstrated equivalent immediate knowledge gain and superior long-term knowledge retention in comparison to lectures.
本研究旨在比较临床前医学生中模拟教学与基于讲座教学的效果。
20名医学生参与了这项随机对照交叉研究。学生被随机分为四组。每组接受两次模拟教学和两次讲座，涵盖四个不同主题。对学生进行了前测、后测和延迟后测。计算每次测试中正确回答问题的平均百分比。使用每个学生在三次测试中的分数变化均值来比较模拟教学与基于讲座的教学。
模拟组和讲座组的学生在前测和后测之间均有进步（p < 0.05）。模拟组的学生在即时后测和延迟后测之间有进步（p < 0.05），而讲座组的学生没有进步（p > 0.05）。比较干预措施时，两组在前测和后测之间的分数变化相似（p > 0.05）。模拟组在后测和延迟后测之间的分数变化更大（p < 0.05）。
高保真模拟可作为临床前医学教育的一个可行的教学平台。我们的研究表明，与讲座相比，模拟教学能带来同等的即时知识收获和更优的长期知识保留。
