Extending simulation 'outside the lines': Outcomes of a randomised educational trial of extended immersive simulation for senior medical students.
MetadataShow full item record
Background Many junior doctors worldwide feel ill-prepared to deal with their new responsibilities, particularly prescribing. The use of extended multi-method simulation to emulate the junior doctor experience has rarely been reported. Summary of work Participants were randomised either to undertake two, week-long, extended simulations, several months apart (Intervention), or included workshops and seminars alone (Control) and assessed in relation to a range of outcome measures. Summary of results 84 third year students were randomised, of whom 82 completed the study. At the end of the first week, Intervention students scored a mean of 75% on a prescribing test, compared with 70% for Control students (P = 0.024) and Intervention teams initiated cardiac compressions a mean of 29.1 seconds into a resuscitation test scenario, compared with 70.1 seconds for Control teams (P<0.0001), but no significant difference was seen in tests of knowledge or clinical reasoning. At the beginning of the second week, about nine months later, a significant difference was still seen between the arms in relation to the prescribing test (78% vs 70%, P = 0.0004). At the end of the second week, significant Intervention vs Control differences were seen on knowledge (mean score 15.0/25 vs 13.3/25 [P=0.005]), reasoning (mean score 18.5/30 vs 17.3/30 [P=0.020]), a further prescribing test (71% vs 63% [P<0.0001]) and a paediatric resuscitation scenario test (252.0 seconds to initiation of fluid resuscitation vs 339.2 seconds [P=0.049]). Conclusions The study has demonstrated a definite educational impact from contextualising learning activities through extended multi-method simulation, with persistence of the benefit on prescribing skills for at least nine months. Take-home message Extended immersive simulation enhances medical student learning from related workshops and seminars.
Colouring outside the lines,
Copyright remains with the authors 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.
Medicine, Nursing and Health Curriculum and Pedagogy