Cecilio-Fernandes Dario, Brandão Carolina Felipe Soares, de Oliveira Davi Lopes Catanio, Fernandes Glória Celeste V Rosário, Tio René A
Center for Education Development and Research in Health Professions (CEDAR), research group LEARN, University of Groningen and University Medical Center Groningen, Groningen, Groningen, The Netherlands.
Emergency Department, Universidade Cidade de São Paulo (UNICID), São Paulo, Brazil.
BMJ Simul Technol Enhanc Learn. 2018 Jun 22;5(3):140-143. doi: 10.1136/bmjstel-2018-000312. eCollection 2019.
Teaching medical skills during clinical rotation is a complex challenge, which often does not allow students to practise their skills. Nowadays, the use of simulation training has increased to teach skills to medical students. However, transferring the learnt skills from one setting to the other is challenging. In this study, we investigated whether adding a simulation training before the clinical rotation would improve students' acquisition and retention of knowledge.
Two subsequent cohorts were compared. Group A followed the traditional curriculum without additional simulation training. Group B attended an additional simulation training, in which history taking, physical examination and procedures for the primary survey in emergency situations were taught. Both groups answered the same knowledge test before entering their clinical rotation and after 6 months. To analyse students' scores over time, we conducted a repeated measure analysis of variance. To investigate the difference between knowledge, we conducted a t-test.
Group B scored significantly higher in both tests and all subscores, except in the Trauma topic in the first measurement point. Students in group A showed decay in knowledge whereas group B showed an increase in knowledge.
Adding a simulation training, before students entered their clinical rotation, improves students' knowledge acquisition and retention compared with those who did not receive the additional simulation training.
在临床轮转期间教授医学技能是一项复杂的挑战，这往往使学生无法练习他们的技能。如今，模拟训练的使用有所增加，用于向医学生教授技能。然而，将所学技能从一种环境转移到另一种环境具有挑战性。在本研究中，我们调查了在临床轮转前增加模拟训练是否会提高学生对知识的获取和保留。
比较了两个连续的队列。A组遵循传统课程，没有额外的模拟训练。B组参加了额外的模拟训练，其中教授了病史采集、体格检查和紧急情况下初级评估的程序。两组在进入临床轮转前和6个月后都回答了相同的知识测试。为了分析学生随时间的分数，我们进行了重复测量方差分析。为了研究知识之间的差异，我们进行了t检验。
除了在第一个测量点的创伤主题外，B组在两次测试和所有子分数上的得分都显著更高。A组学生的知识出现衰退，而B组学生的知识有所增加。
与未接受额外模拟训练的学生相比，在学生进入临床轮转前增加模拟训练可提高学生的知识获取和保留。
