Al Ansari Mariam, Al Bshabshe Ali, Al Otair Hadil, Layqah Layla, Al-Roqi Abdullah, Masuadi Emad, Alkharashi Nawaf, Baharoon Salim
Department of Adult Critical Care Medicine, King Hamad University Hospital, Bahrain.
Critical Care Division, Department of Medicine, King Khalid University, Abha, Saudi Arabia.
J Med Educ Curric Dev. 2021 Mar 23;8:2382120521999669. doi: 10.1177/2382120521999669. eCollection 2021 Jan-Dec.
Medical undergraduates should be prepared to recognize life threating critical conditions. Undergraduate medical curriculum development to incorporate more critical care education is an essential requirement. Problem Based Learning curriculum has a potential advantage in providing more focused critical care education to medical undergraduate.
We aimed to evaluate the final year medical students' knowledge and confidence in key critical care concepts in Problem Based Learning (PBL) curriculum compared to those in Traditional (Lecture) Based Learning curriculum. We also aimed to evaluate undergraduate's level of satisfaction with the exposure to critical care education during medical education and training.
This is a cross-sectional anonymous self-administered survey questionnaire completed by two groups of final-year medical students (PBL and TBL) from three Saudi medical schools to assess the degree of undergraduate exposure to critical care and their knowledge of key critical care assessment parameters.
The responses of 279 final year medical students was analyzed (70% response rate). The majority (53%) was male and the mean age 23.9 ± 1.4 years. Only 13% of students felt confident to manage hypovolemic shock and 15% could recognize the signs of a threatened airway. One third of the students (29%) correctly identified the critical level of lactic acid in shock and less than 2% of the sample responded correctly to all the questions related to the formal assessment of critically ill patients. Lectures were the main source of information in acute care. More than two-thirds (46%) of the sample indicated that they received tuition in critical care, however the total duration spent in a critical care rotation or teaching was 1 day or less. The medical students, who completed their training with a Problem-Based Learning curriculum, had a higher knowledge base and were more confident in many critical care concepts. Only 6.5% choose critical care as their likely future career.
Medical undergraduates in PBL have an overall better knowledge on key concepts and assessment tools applicable to evaluating and managing critically ill patients compared to students in TBL. However the gap in knowledge and confidence in assessing ill patients in both groups is evident. Critical care was not chosen as a preferred future career in all surveyed students. There is a need for institutional support and endorsement of undergraduate critical care exposure and education in Saudi Universities both to better prepare medical students for their imminent post-graduates exposure to ill patients and to help in closing the gap in critical care physicians through promoting the specialty.
医学本科生应做好识别危及生命的危急情况的准备。本科医学课程的发展以纳入更多重症监护教育是一项基本要求。基于问题的学习课程在为医学本科生提供更有针对性的重症监护教育方面具有潜在优势。
我们旨在评估最后一年医学生在基于问题的学习（PBL）课程中与基于传统（讲座）学习课程的学生相比，对关键重症监护概念的知识和信心。我们还旨在评估本科生在医学教育和培训期间对接触重症监护教育的满意度。
这是一项横断面匿名自填式调查问卷，由来自三所沙特医学院的两组最后一年医学生（PBL和TBL）完成，以评估本科生接触重症监护的程度及其对关键重症监护评估参数的知识。
分析了279名最后一年医学生的回复（回复率70%）。大多数（53%）为男性，平均年龄23.9±1.4岁。只有13%的学生对处理低血容量性休克有信心，15%的学生能识别气道受威胁的体征。三分之一的学生（29%）正确识别了休克时乳酸的危急水平，不到2%的样本对所有与危重病患者正式评估相关的问题回答正确。讲座是急性护理中信息的主要来源。超过三分之二（46%）的样本表示他们接受过重症监护方面的教学，然而在重症监护轮转或教学中花费的总时长为1天或更少。通过基于问题的学习课程完成培训的医学生有更高的知识基础，并且在许多重症监护概念方面更有信心。只有6.5%的人选择重症监护作为他们未来可能的职业。
与传统学习课程的学生相比，基于问题的学习课程中的医学本科生对适用于评估和管理危重病患者的关键概念和评估工具总体上有更好的了解。然而，两组在评估患病患者的知识和信心方面的差距是明显的。在所有接受调查的学生中，重症监护都未被选为首选的未来职业。沙特大学需要在机构层面支持和认可本科生接触重症监护及相关教育，以便更好地让医学生为即将面临的研究生阶段接触患病患者做好准备，并通过推广该专业来帮助缩小重症监护医生方面的差距。
