Jabaay Maxwell J, Marotta Dario A, Aita Stephen L, Walker Dianne B, Grcevich Leah O, Camba Victor, Nolin James R, Lyons James, Giannini John
Department of Research, Alabama College of Osteopathic Medicine, Dothan, USA.
Department of Neurology, Division of Neuropsychology, University of Alabama, Birmingham, USA.
Cureus. 2020 Dec 3;12(12):e11875. doi: 10.7759/cureus.11875.
Introduction Medical simulation is widely used in the United States medical curriculum. However, learning outcomes based on simulation have yet to be reported. In this study, we aim to characterize the objective performance of first- and second-year medical students following eight weeks of medical simulation-based learning. Methods First- (n=25) and second-year (n=15) medical students were recruited for this study. We designed and administered a novel pre-experience examination to collect participant demography and assess simulation and non-simulation knowledge. Following 14 high-fidelity simulation scenarios over the course of eight weeks, we administered an identical post-experience examination and compared performance, primarily using a within-subjects analytic design. Results Student performance improved by an average of 18% following the medical simulation experience, and first-year students demonstrated greater benefit (22%) as compared to second-years (12%). Relative to first-years, second-year students showed higher overall performance on both pre- and post-examination. Demographic factors and prior medical experience were not significantly associated with assessment performance and score improvement. Conclusions Our data supported the efficacy of simulation-based learning as evidenced by the significant improvement in objective performance on a standardized examination. That is, both first- and second-year medical students demonstrated test-score improvement following an eight-week medical simulation program. Of note, the first-year students exhibited greater benefit (at the group level). Importantly, these findings were statistically unrelated to participant demographic and background variables. Collectively, this study provides preliminary evidence that medical simulation in the pre-clinical phase of undergraduate medical education is an effective tool for student learning.
引言
医学模拟在美国医学课程中被广泛应用。然而，基于模拟的学习成果尚未见报道。在本研究中，我们旨在描述一年级和二年级医学生在接受为期八周的医学模拟学习后的客观表现。
方法
本研究招募了25名一年级和15名二年级医学生。我们设计并实施了一项新颖的课前考试，以收集参与者的人口统计学信息，并评估模拟和非模拟知识。在八周的时间里进行了14次高保真模拟场景后，我们进行了一次相同的课后考试，并主要使用受试者内分析设计比较了成绩。
结果
经过医学模拟体验后，学生成绩平均提高了18%，一年级学生（22%）比二年级学生（12%）受益更大。相对于一年级学生，二年级学生在课前和课后考试中的总体表现更高。人口统计学因素和先前的医学经验与评估成绩和分数提高没有显著关联。
结论
我们的数据支持了基于模拟的学习的有效性，标准化考试中客观表现的显著提高证明了这一点。也就是说，一年级和二年级医学生在参加为期八周的医学模拟课程后都表现出考试分数的提高。值得注意的是，一年级学生（在群体层面）受益更大。重要的是，这些发现与参与者的人口统计学和背景变量在统计学上无关。总体而言，本研究提供了初步证据，表明本科医学教育临床前阶段的医学模拟是学生学习的有效工具。
