Jennifer Kaminsky1, Riccardo Bianchi2, Shirley Eisner3, Robin Ovitsh4, Ana Maria Lopez5, Leanna Smith5, Nawar Talukder6, Antonia Quinn7. 1. Resident Physician, Department of Emergency Medicine, Staten Island University Hospital. 2. Associate Professor, Department of Physiology and Pharmacology, State University of New York Downstate Health Sciences University; Associate Dean for Foundations of Medicine, College of Medicine, State University of New York Downstate Health Sciences University. 3. Associate Professor and Co-Director of Gross Anatomy, Department of Cell Biology, State University of New York Downstate Health Sciences University. 4. Associate Clinical Professor, Department of Pediatrics, State University of New York Downstate Health Sciences University; Associate Dean for Clinical Competencies, College of Medicine, State University of New York Downstate Health Sciences University. 5. Fourth-Year Medical Student, College of Medicine, State University of New York Downstate Health Sciences University. 6. Resident Physician, Department of Internal Medicine, University of Arizona College of Medicine - Phoenix. 7. Associate Clinical Professor, Department of Emergency Medicine, State University of New York Downstate Health Sciences University; Associate Director of Clinical Competencies, College of Medicine, State University of New York Downstate Health Sciences University College of Medicine.
Abstract
Introduction: Mastery of respiratory auscultation skills is fundamental for clinicians to develop. We created a case-based educational session utilizing a high-fidelity simulator to teach lung sound auscultation to medical students at our institution. We employed a hypothesis-driven approach and deliberate practice to enhance students' learning experience and retention of acquired skills. Methods: We developed the session to teach second-year medical students how to discriminate between normal and pathological respiratory sounds within the context of clinical vignettes. Faculty facilitators, in conjunction with near-peer educators, made use of a high-fidelity auscultation manikin to guide students through case-based problem sets. Students were given the opportunity to auscultate the manikin while being observed and receiving feedback from the faculty. Results: We introduced the manikin in 2016, with a total of 759 second-year medical students from four class years having participated in the session since then. Students evaluated the session through an end-of-the-week and end-of-unit survey. The survey showed an overall improvement in learner satisfaction over previous years. Survey results and feedback were used to make adjustments to the session. Discussion: Our respiratory auscultation session was well received overall. Proper faculty development is crucial for implementing the session. Because of the focus on deliberate practice, adequate time must be allotted to hold the session. This program is reproducible with similar high-fidelity simulators.
Introduction: Mastery of respiratory auscultation skills is fundamental for clinicians to develop. We created a case-based educational session utilizing a high-fidelity simulator to teach lung sound auscultation to medical students at our institution. We employed a hypothesis-driven approach and deliberate practice to enhance students' learning experience and retention of acquired skills. Methods: We developed the session to teach second-year medical students how to discriminate between normal and pathological respiratory sounds within the context of clinical vignettes. Faculty facilitators, in conjunction with near-peer educators, made use of a high-fidelity auscultation manikin to guide students through case-based problem sets. Students were given the opportunity to auscultate the manikin while being observed and receiving feedback from the faculty. Results: We introduced the manikin in 2016, with a total of 759 second-year medical students from four class years having participated in the session since then. Students evaluated the session through an end-of-the-week and end-of-unit survey. The survey showed an overall improvement in learner satisfaction over previous years. Survey results and feedback were used to make adjustments to the session. Discussion: Our respiratory auscultation session was well received overall. Proper faculty development is crucial for implementing the session. Because of the focus on deliberate practice, adequate time must be allotted to hold the session. This program is reproducible with similar high-fidelity simulators.
Authors: S Barry Issenberg; William C McGaghie; David Lee Gordon; Stephen Symes; Emil R Petrusa; Ian R Hart; Ronald M Harden Journal: Teach Learn Med Date: 2002 Impact factor: 2.414
Authors: M S Gordon; G A Ewy; A C DeLeon; R A Waugh; J M Felner; A D Forker; I H Gessner; J W Mayer; D Patterson Journal: Am J Cardiol Date: 1980-04 Impact factor: 2.778