Abstract
BackgroundThe Clinical Placement Enhancement Program (CPEP) is a simulation course for medical students learning the core topics of cardiovascular and respiratory medicine, incorporating patient safety and professionalism teaching and based on adult learning principles and proven educational theory. The aims of this study are to assess whether the CPEP delivered at the beginning of a clinical rotation would result in competency outcomes that are at least equivalent to those achieved through a standard 6-week programme and whether this programme would increase student confidence levels in assessing and managing patients with cardiovascular and respiratory conditions.MethodsThis was a pseudo-randomised control trial between two groups of medical students from one clinical school. The intervention group participated in CPEP, a 4-day immersive simulation course, in the first week of their cardiac and respiratory medicine clinical rotation. The control group participants attended the normal programme of the 6-week cardiovascular and respiratory medicine clinical rotation. The programme and student competence was assessed using Observed Structured Clinical Examinations (OSCEs) and self-reported confidence surveys.ResultsThere was no significant difference in OSCE scoring between the intervention group (examined in week one of their clinical rotation following CPEP) and the control group (examined at the end of their full clinical rotation). Students exposed to CPEP started their clinical rotation with confidence levels similar to those reported by the control group at the end of their rotation. Confidence levels of CPEP students were higher at the end of the rotation compared to those of the control group.ConclusionsBased on OSCE results, immersion into a 4-day simulation-based teaching programme at the start of a clinical rotation resulted in skill competency levels that were equivalent to those obtained after a full clinical rotation of 6 weeks. CPEP improved students’ confidence levels in the assessment and management of patients presenting with cardiovascular and respiratory conditions. Simulation utilised in courses such as CPEP has the potential to enhance the overall learning experience in medical school clinical rotations.Electronic supplementary materialThe online version of this article (doi:10.1186/s41077-016-0016-z) contains supplementary material, which is available to authorized users.
Highlights
The Clinical Placement Enhancement Program (CPEP) is a simulation course for medical students learning the core topics of cardiovascular and respiratory medicine, incorporating patient safety and professionalism teaching and based on adult learning principles and proven educational theory
Data assessing skill competency based upon Observed Structured Clinical Examinations (OSCEs) testing were available for 122 out of 130 students, 64/64 from the intervention group and 58/66 from the control group
Introduction of the CPEP teaching programme provided the same level of assessable skill competency in medical students after 4 days as those who had undergone a full clinical rotation of 6 weeks
Summary
The Clinical Placement Enhancement Program (CPEP) is a simulation course for medical students learning the core topics of cardiovascular and respiratory medicine, incorporating patient safety and professionalism teaching and based on adult learning principles and proven educational theory. The aims of this study are to assess whether the CPEP delivered at the beginning of a clinical rotation would result in competency outcomes that are at least equivalent to those achieved through a standard 6-week programme and whether this programme would increase student confidence levels in assessing and managing patients with cardiovascular and respiratory conditions. The traditional apprenticeship model of medical education is being challenged by multiple factors, including changes to medical school curricula, patient demographics, acute hospital workflow and senior clinician availability [1]. New curriculum models and increasing student numbers are further stretching resources and resulting in decreased clinical time with patients. Unwell patients and those with ‘clinical signs’ have decreased lengths of stay in hospital, resulting in potentially less exposure to these clinical signs for students and a subsequent reduction in valuable educational resources. Evaluation of new doctor performance is difficult and not standardised [1,2,3,4]
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