Abstract
Despite emphasis on cardiovascular physiology in current medical school curricula, performance of individuals in real-life scenarios is varied and remains suboptimal. We have previously reported on the efficacy of computer-based simulators over didactics in teaching circulatory hemodynamics and pharmacology. Similarly, we postulated that currently utilized assessment tools such as multiple choice exams do not provide a true measure of students’ cognitive performance. The existing simulator was modified to incorporate various shock scenarios and was used to appraise students’ understanding at various stages of knowledge acquisition. The aim of the present study was to evaluate the relative utility of our simulator and a traditional exam in assessing student performance in management of shock. The study also evaluated student preferences for the simulator.
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