High Fidelity Simulation In Medecine Education
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Cardiac Arrest
- Sponsor
- University of Monastir
- Enrollment
- 181
- Locations
- 1
- Primary Endpoint
- better acquisition of cognitive skills for students
- Status
- Completed
- Last Updated
- 9 years ago
Overview
Brief Summary
High fidelity Simulation has spread from anesthesiology to other disciplines such as internal medicine, pediatrics, and emergency medicine . Over the past decade, the use of simulation in medical education has increased exponentially. The term ''simulation'' spans a wide variety of formats, from the low-tech actor portraying a standardized patient to high-fidelity mannequin-based human patient simulation (HPS). HPS is able of both simulating realistic patient encounters and giving real-time, physiologically accurate feedback. Studies thus far show that use of simulation in training medical students and residents is helpful in strengthening students' knowledge and in evaluating their performance. Students appreciate simulation-based education as ''an opportunity to learn new skills in a safe environment .
Detailed Description
This was a randomized, controlled trial of a simulation- based educational intervention designed to increase medicine student's clinical skills in cardiac arrest procedures .The investigators included 181 fifth-year medical students rotating in the emergency department of Fattouma Bourguiba University hospital of Monastir (Tunisia) during the period from January 2013 to January 2014.Students were randomized into two groups using a random number generator to an intervention group (simulatortrained, n = 99) or a control group (traditionally teaching, n =82). The investigators conducted a prospective, randomized, non-blinded study to determine whether simulation based training is superior to traditional teaching in the assessment and management of simulated patients presenting with myocardial infarction (MI) complicated by ventricular fibrillation.
Investigators
Pr. Semir Nouira
professor
University of Monastir
Eligibility Criteria
Inclusion Criteria
- •Medecine students
Exclusion Criteria
- •Non Medecine students
Outcomes
Primary Outcomes
better acquisition of cognitive skills for students
Time Frame: just after randomisation (one day)
Pretest using 20 multiple choice questions after randomization. A second round of the same testing was then conducted for both groups just after the course (posttest). The test score range from 0 to 20 (maximum). The difference between the rating of the post-test and pre-test identifies the delta score of the student.
Secondary Outcomes
- Satisfaction 5 point likert scale(just after randomisation (one day))