Abstract
BackgroundSimulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents.MethodsThis study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires.ResultsIn both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group.ConclusionsThe combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
Highlights
Simulation-based learning plays an important role in contemporary medical education, there are problems providing tutors
[4] To the best of our knowledge, there are no studies that report the effects of simulation-based learning conducted by PGY-II residents for PGY-I residents, many studies have revealed that peer-assisted learning (PAL) and simulation-based learning have educational benefits [5, 6]
Population There were no significant differences in the baseline demographic data of the two groups in the following characteristics: gender, experience in simulation-based learning as a trainee or as teaching staff, motivation to become teaching staff for simulation education, being a graduate of the Okayama Medical School, and self-study time each day (p > 0.05) (Table 4)
Summary
Simulation-based learning plays an important role in contemporary medical education, there are problems providing tutors. Simulation-based learning can provide a risk-free environment where trainees are permitted to make mistakes, which will reduce the occurrence of errors at clinical sites [1, 2]. [4] To the best of our knowledge, there are no studies that report the effects of simulation-based learning conducted by PGY-II residents for PGY-I residents, many studies have revealed that PAL and simulation-based learning have educational benefits [5, 6]. We offered a simulation-based learning and traditional lecture course conducted by PGY-II residents for PGY-I residents We evaluated this program using three measures (knowledge evaluation, self-evaluation of competence and behaviour-change, and program evaluation) and compared the benefits of simulation-based learning with those of traditional lectures
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