Abstract
ObjectivesTo compare both the knowledge and self-reported confidence levels between medical students as the team leaders and followers in shock resuscitation simulation training. MethodsA cross-sectional study was conducted with all fifth-year medical students participating in a shock resuscitation simulation-based training between May 2017 and March 2018. The simulation class was a 3-hour session that consisted of 4 shock type scenarios as well as a post-training debriefing. Medical students were assigned into groups of 4–5 members, in which they freely selected a leader, and the rest filled the roles of followers. Of 139 medical students, 32 students were leaders. A 10-question pre-test and post-test determined knowledge assessment. At the end of the class, the students completed a 5-point Likert scale confidence level evaluation questionnaire. A t-test was applied to compare knowledge scores and confidence levels between the leaders and followers. ResultsAt the end of the class, the knowledge scores between the leaders (M=6.72, SD=1.51) and followers (M=6.93, SD=1.26) were not different (t(137)= -0.81, p=0.42). In addition, the student confidence levels were also similar between the leaders (M=3.63, SD=0.55) and followers (M=3.41, SD=0.64) after training (t(137)=1.70, p=0.09). ConclusionsThe knowledge and confidence levels were not different between either the leaders or followers in simulated resuscitation. With time-limit simulation training, we suggested every student may not need to fulfil the leadership role, but a well-designed course and constructive debriefing are recommended. Future studies should evaluate skills and longitudinal effects of the leader role.
Highlights
Simulation-based medical education has matured, especially and lives of patients
We aimed to explore the knowledge and confidence levels between medical students as leaders and followers after the completion of simulation-based shock resuscitation courses
The overall satisfaction in the shock simulation training was high in both groups (Table 1)
Summary
Simulation-based medical education has matured, especially and lives of patients. Students gain many benefits, such as virtual reality experi- is given to all medical students prior to graduation may help ences, no harm, and participation in a student-centred activ- achieve the goal of taking care of patients in shock on the first ity. A study revealed that simulation-based training helped day of residency. Students better understand shock resuscitation compared to a case-based discussion.[5] Leaders gained more knowledge. Our institution provides simulation-based training in shock resuscitation for fifth-year medical students. In our and skills in solving emergency problems compared to problem-based learning.[6] previous study, medical students improved their knowledge and confidence levels in septic shock resuscitation.[8] We have
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