Abstract
Simulator-based teaching for coronary angiography (CA) is a seductive tool for medical students to improve knowledge and skills. Its pedagogical impact has not been fully evaluated yet. The aim of this study was to compare traditional face-to-face teaching with a simulator-based teaching. Hundred and eighteen students were prospectively randomized in two groups: a control teaching group ( n = 59, CONT group) and a simulator (Mentice AB, Sweden) group ( n = 59, SIM group). CONT group received a PowerPoint-based course (30 min), consisting of 15 slides encompassing predefined learning objectives (coronary anatomy, different projections, film interpretation). SIM group received a simulator-based course including exactly the same information in an interactive, real 3D environment. After the course, students were evaluated by 40 multiple-choice questions (maximum of 100 points (pts)), including questions on coronary anatomy (part 1:50 pts), on angiographic projections (part 2:10 pts), and real case interpretations (part 3:40 pts). Student characteristics were identical in both groups: 52.5% were female; age was 22.6 ± 1.4 years. 35.6% were in their 4th year of medical school, 35.6% in 5th year and 28.8% in 6th year. SIM students scored higher than CONT students irrespective of age and year of medical school (59.5 ± 10.8 pts vs. 43.7 ± 11.3 pts, P < 0.00001) for all parts of the evaluation (part 1: 36.9 ± 6.6 pts vs. 29.6 ± 6.9 pts, P < 0.00001; part 2: 5.9 ± 3.0 pts vs. 3.1 ± 2.8 pts, P < 0.00001; and part 3:16.8 ± 6.9 pts vs. 10.9 ± 6.5 pts, P < 0.00001). Student satisfaction was also higher in SIM group than in CONT group (98% vs. 75%, P < 0.0001) ( Fig. 1 ). This prospective, randomized trial suggests that simulator-based teaching in CA significantly improves students’ knowledge in coronary anatomy, angiography projections, but also clinical competence and decision making process. These results should encourage further evaluation of simulator-based teaching in other branches of medicine.
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