Turatsinze Simeon, Willson Alice, Sessions Haley, Cartledge Peter Thomas
School of Medicine, University of Rwanda, Kigali, Rwanda.
Royal College of Paediatrics and Child Health, London, United Kingdom.
Afr J Emerg Med. 2020 Jun;10(2):84-89. doi: 10.1016/j.afjem.2020.01.007. Epub 2020 Mar 9.
Simulation-based learning (SBL) has been shown to effectively improve medical knowledge, procedural proficiency, comfort with undertaking taught tasks, inter-professional communication, teamwork and teaching skills. This study aimed to evaluate Rwandan medical students' attitudes, satisfaction and confidence level with SBL.
Fifth year medical students at the University of Rwanda were given a short course on paediatric acute care using simulation. The simulation sessions were locally developed cases based on the pRRAPID materials, developed at the University of Leeds (UK). Equipment included low fidelity infant mannequins, basic airway devices, IV access, and monitoring. A four-part, Likert-scale questionnaire was distributed to medical students before and after their four-week simulation program.
57 pre-simulation and 49 post-simulation questionnaires were completed. Confidence in skills increased in all fifteen domains of the questionnaire with the total skill confidence score rising from 44.0 (±12.3) to 56.2 (±8.8) after the simulation-based intervention ( < 0.001). Satisfaction and attitudes towards simulation-based learning in this setting were very positive.
The simulation-based intervention was well received by students in this setting. Satisfaction was high and the simulation exercise increased the students' confidence. Previous research has demonstrated that SBL is effective and the results of this study now demonstrate that it is well received in our setting. As we move from knowledge-based education to a competency-based education culture, faculties in this setting should invest in providing SBL opportunities throughout the medical school curriculum.
基于模拟的学习（SBL）已被证明能有效提高医学知识、操作熟练度、对所学任务的执行舒适度、跨专业沟通能力、团队协作能力和教学技能。本研究旨在评估卢旺达医学生对基于模拟的学习的态度、满意度和信心水平。
卢旺达大学的五年级医学生参加了一门使用模拟技术的儿科急性护理短期课程。模拟课程采用基于英国利兹大学开发的pRRAPID材料的本地案例。设备包括低保真度婴儿模型、基本气道装置、静脉通路和监测设备。在为期四周的模拟课程前后，向医学生发放了一份由四部分组成的李克特量表问卷。
共完成了57份模拟前问卷和49份模拟后问卷。问卷中所有15个领域的技能信心均有所提高，基于模拟的干预后，总技能信心得分从44.0（±12.3）提高到56.2（±8.8）（<0.001）。在这种情况下，学生对基于模拟的学习的满意度和态度非常积极。
在这种情况下，基于模拟的干预受到了学生的好评。满意度很高，模拟练习提高了学生的信心。先前的研究表明基于模拟的学习是有效的，本研究结果表明在我们的环境中它也很受欢迎。随着我们从基于知识的教育转向基于能力的教育文化，在这种环境下的教师应该投资于在整个医学院课程中提供基于模拟的学习机会。
