Department of Medical Education, University of Toledo College of Medicine and Life Sciences, USA.
Department of Medical Education, Edward Via College of Osteopathic Medicine, USA.
Int J Med Educ. 2022 Jun 23;13:158-170. doi: 10.5116/ijme.62a5.96bf.
This study aimed to evaluate the effects, and timing of, a video educational intervention on medical student performance in manikin-based simulation patient encounters.
This prospective mixed-methods study was conducted as part of the University of Toledo College of Medicine and Life Sciences undergraduate medical curriculum. One hundred sixty-six students second-year students participated in two simulations on a single day in September 2021. A 7-minute video intervention outlining the clinical diagnostic approach to pulmonary complaints was implemented. Students were randomized into 32 groups which were divided into two cohorts. One received the video prior to simulation-1 (n=83) and the other between simulation-1 and simulation-2 (n=83). Each simulation was recorded and assessed using a 44-point standardized checklist. Comparative analysis to determine differences in performance scores was performed using independent t-tests and paired t-tests.
Independent t-tests revealed the video-prior cohort performed better in simulation-1 (t= 2.27, p= .03), however in simulation-2 no significant difference was observed between the cohorts. Paired t-test analysis revealed the video-between cohort had significant improvement from simulation-1 to simulation-2 (t= 3.06, p = .01); no significant difference was found for the video-prior cohort. Less prompting was seen in simulation-2 among both the video-prior (t= -2.83, p= .01) and video-between cohorts (t= -2.18, p= .04).
Simulation training, and targeted educational interventions, facilitate medical students to become clinically competent practitioners. Our findings indicate that guided video instruction advances students' clinical performance greater than learning through simulation alone. To confirm these findings, similar investigations in other clinical training exercises should be considered.
本研究旨在评估视频教育干预对医学生在基于人体模型的模拟患者接触中表现的影响及其时间。
这是一项作为托莱多大学医学院和生命科学本科医学课程的一部分进行的前瞻性混合方法研究。2021 年 9 月，166 名二年级学生在一天内参加了两次模拟。实施了一段 7 分钟的视频干预，概述了肺部投诉的临床诊断方法。学生被随机分为 32 组，分为两个队列。一组在模拟-1 之前（n=83）接受视频，另一组在模拟-1 和模拟-2 之间（n=83）接受视频。每个模拟都使用 44 分的标准化检查表进行记录和评估。使用独立 t 检验和配对 t 检验进行比较分析，以确定绩效得分的差异。
独立 t 检验显示，视频前队列在模拟-1 中的表现更好（t=2.27，p=0.03），但在模拟-2 中，两个队列之间没有观察到显著差异。配对 t 检验分析显示，视频中间队列从模拟-1 到模拟-2有显著的提高（t=3.06，p=0.01）；视频前队列则没有显著差异。两个队列在模拟-2 中都较少需要提示（视频前：t=-2.83，p=0.01；视频中：t=-2.18，p=0.04）。
模拟培训和有针对性的教育干预有助于医学生成为临床能力强的从业者。我们的研究结果表明，引导式视频指导比单纯通过模拟学习更能提高学生的临床表现。为了证实这些发现，应该考虑在其他临床培训练习中进行类似的研究。
