Department of Pharmacology, Jinnah Medical and Dental College and Sohail University, Karachi, Pakistan.
Jinnah Medical and Dental College, Karachi, Pakistan.
J Coll Physicians Surg Pak. 2024 Aug;34(8):963-967. doi: 10.29271/jcpsp.2024.08.963.
To compare the outcome of traditional teaching with hybrid simulation-based teaching for undergraduate medical students. Place and Duration of the Study: Department of Pharmacology, Jinnah Medical and Dental College, Karachi, Pakistan, from June to August 2023.
Quasi-experimental study.
One hundred students from MBBS 3rd year were included in the study after taking the informed consent. Participants were divided into two cross-over groups and sampling was done randomly. Group A: (even roll numbers, n = 50) was the control group, taught by traditional lecture on positive inotropic medicines. Group B: (with odd roll numbers, n = 50) was the intervention group, taught the same topic by simulation-based teaching through 5 case scenarios. The teaching of this group was reinforced by role plays. Scores of post-test and retention test were compared by applying the Student's t-test.
Students taught by traditional lectures i.e., Group A, their post-test mean scores were 30.7 ± 5.6, whereas Group B scored 45.7 ± 3.3, taught by hybrid stimulation (p <0.001). Retention test (MCQs based) was conducted after one month in which Group A obtained a mean score of 18.8 ± 9 with a passing percentage of approximately 30, whereas Group B obtained a score of 41.3 ± 5.6 (p <0.001).
Hybrid-simulation-based teaching improved the immediate test scores as well as retention.
Traditional teaching, Hybrid-simulation, MCQs, Retention test, Intervention group.
比较传统教学与基于混合模拟的教学对医学生本科的教学效果。
巴基斯坦卡拉奇 Jinnah 医学与牙科学院药理学系，2023 年 6 月至 8 月。
类实验研究。
在获得知情同意后，从 MBBS 3 年级中纳入 100 名学生。参与者分为两组，采用交叉设计，随机抽样。A 组（偶数学号，n = 50）为对照组，传统讲授正性肌力药物。B 组（奇数学号，n = 50）为干预组，通过 5 个病例场景进行基于模拟的教学。该组的教学通过角色扮演进行强化。通过应用学生 t 检验比较后测和保留测试的分数。
接受传统讲授的学生，即 A 组，其后测平均得分为 30.7 ± 5.6，而接受混合刺激教学的 B 组，即 B 组，得分为 45.7 ± 3.3（p <0.001）。一个月后进行保留测试（基于多项选择题），A 组的平均得分为 18.8 ± 9，通过率约为 30%，而 B 组得分为 41.3 ± 5.6（p <0.001）。
基于混合模拟的教学提高了即时测试成绩和保留率。
传统教学、混合模拟、MCQs、保留测试、干预组。
