Abstract
Simulation-based learning in medicine has gained substantial importance. It is complementary to often limited clinical practice, and helps interconnect theoretical knowledge with practical training. Simulations are implicated in clinical subjects, but based on recent understanding, simulation can also be used in preclinical subjects, where it can support presented tasks. Simulation technology was used for elective practical sessions in a pathophysiology course, with both measurable outcomes and students’ feedback evaluated. This study was conducted in Slovakia with volunteers (n = 22), who were 3rd-year students of General Medicine (simulation group), paired with classmates in traditional seminars (control group; n = 22) with the same achievement grades. The control group had completed traditional seminars, whereas the simulation group had completed simulation-based seminars in cardiovascular pathophysiology. A standardized student feedback survey, visual analogue scale, and credit tests for regular pathophysiology were used to perform the analysis. Subjective feedback suggested positive outcomes in approximately 80% of students. An objective assessment showed that simulation-based seminars did not increase the theoretical knowledge as documented by 1st credit test (simulation vs control; 42 ± 6 vs 41 ± 4; p > 0.05), but rather their approach to clinical application of obtained information and motivation to study.
Highlights
In pre-graduate medical studies, the use of simulation technologies follows the most up-to-date trends in education of doctors and other healthcare professionals (Wang, Liu, & Wang, 2013)
The main aims of this study are to obtain objective parameters for the efficacy of simulation-based learning (SBL) in Pathological Physiology and to quantify a subjective assessment using visual analogue scale (VAS), so that the outcomes could be compared with data published in literature relating to theory of medical education
A randomly chosen group was formed of 3rd-year students who attended the same school as the simulation group, but joined in traditional seminars for Pathological Physiology at JFMED CU
Summary
In pre-graduate medical studies, the use of simulation technologies follows the most up-to-date trends in education of doctors and other healthcare professionals (Wang, Liu, & Wang, 2013). Various animations, 3-dimensional atlases, interactive clinical tutorials with virtual patients’ case reports, numerous models, computer-operated high-fidelity patient simulators, and standardized patients are available. Some of these technologies are available at Jessenius Faculty of Medicine, Comenius University (JFMED CU), in Martin, Slovakia. Medical faculties using simulation technologies have documented positive influence on learning outcomes (Harris, Ryan, & Rabuck, 2012; Wood, 2003). According to the latest knowledge, simulation technologies can be used in pre-clinical and theoretical disciplines, where they support theoretical knowledge and demonstrate possible clinical applications (Kovac, 2007; Hanacek, 2001; Mierson, 1998)
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