Brian Kwan1,2, Glory Bui3, Paul Jain1,2, Nilesh Shah1,2, Derek Juang1,2. 1. Department of Medicine, Faculty of Health Sciences, University of California, School of Medicine, San Diego, California, USA. 2. Department of Medicine, VA San Diego Healthcare System, San Diego, California, USA. 3. Division of Biological Sciences, University of California, San Diego, California, USA.
Abstract
BACKGROUND: Simulation-based medical education has been shown to produce substantial educational benefits; however, the integration and effectiveness of high-fidelity simulation within the internal medicine (IM) clerkship remains largely unexplored. Investigators sought to determine the effectiveness of simulation in improving student confidence in acute coronary syndrome (ACS) and the Advanced Cardiac Life Support (ACLS) curriculum. Secondary goals included examining student perceptions of the role of simulation in medical education. METHODS: Investigators implemented a formative high-fidelity simulation curriculum in the IM clerkship at a large teaching institution. Third-year medical students enrolled in the IM clerkship between January and June 2014 attended a simulation course during their ambulatory block. Following a 2-hour session, participants completed a 17-item questionnaire. Descriptive statistical analyses and a thematic qualitative analysis were performed. Integration of high-fidelity simulation within the internal medicine clerkship remains largely unexplored RESULTS: The response rate was 100 per cent (n = 43). Students reported improvements in their ability to identify and manage ACS and ACLS before and after the simulation course: 93 per cent felt that simulation boosted their self-confidence in performing these tasks on a real patient; 86 per cent reported receiving useful feedback during the training sessions; 98 per cent agreed that their experience was enjoyable; and 95 per cent would recommend this course to other students. CONCLUSIONS: Internal medicine (IM) clerkship students participating in our pilot course demonstrated increased confidence in identifying and managing pathologies associated with ACS and arrhythmias. Students viewed simulation as an engaging and useful activity, desiring additional training sessions.
BACKGROUND: Simulation-based medical education has been shown to produce substantial educational benefits; however, the integration and effectiveness of high-fidelity simulation within the internal medicine (IM) clerkship remains largely unexplored. Investigators sought to determine the effectiveness of simulation in improving student confidence in acute coronary syndrome (ACS) and the Advanced Cardiac Life Support (ACLS) curriculum. Secondary goals included examining student perceptions of the role of simulation in medical education. METHODS: Investigators implemented a formative high-fidelity simulation curriculum in the IM clerkship at a large teaching institution. Third-year medical students enrolled in the IM clerkship between January and June 2014 attended a simulation course during their ambulatory block. Following a 2-hour session, participants completed a 17-item questionnaire. Descriptive statistical analyses and a thematic qualitative analysis were performed. Integration of high-fidelity simulation within the internal medicine clerkship remains largely unexplored RESULTS: The response rate was 100 per cent (n = 43). Students reported improvements in their ability to identify and manage ACS and ACLS before and after the simulation course: 93 per cent felt that simulation boosted their self-confidence in performing these tasks on a real patient; 86 per cent reported receiving useful feedback during the training sessions; 98 per cent agreed that their experience was enjoyable; and 95 per cent would recommend this course to other students. CONCLUSIONS: Internal medicine (IM) clerkship students participating in our pilot course demonstrated increased confidence in identifying and managing pathologies associated with ACS and arrhythmias. Students viewed simulation as an engaging and useful activity, desiring additional training sessions.