Abstract
BackgroundSimulation-based learning (SBL) has been increasingly used in both undergraduate and postgraduate medical training curricula. The aim of Simulation via Instant Messaging-Birmingham Advance (SIMBA) is to create a simple virtual learning environment to improve trainees’ self-reported confidence in diabetes and Endocrinology.MethodsThis study was done as part of the continuous professional development for Health Education England West Midlands speciality trainees in diabetes and Endocrinology. Standardized transcripts of anonymized real-life endocrinology (endocrine session) and diabetes cases (diabetes session) were used in the simulation model. Trainees interacted with moderators through WhatsApp® in this model. All cases were then discussed in detail by a consultant endocrinologist with reference to local, national and international guidelines. Trainee acceptance rate and improvement in their self-reported confidence levels post-simulation were assessed.Results70.8% (n = 17/24) and 75% (n = 18/24) strongly agreed the simulation session accommodated their personal learning style and the session was engaging. 66.7% (n = 16/24) strongly felt that the simulation was worth their time. In the endocrine session, there was a significant improvement in trainees’ confidence in the management of craniopharyngioma (p = 0.0179) and acromegaly (p = 0.0025). There was a trend towards improved confidence levels to manage Cushing’s disease and macroprolactinoma. In diabetes session, there was a significant improvement in trainees’ confidence to interpret continuous glucose monitor readings (p = 0.01). There was a trend towards improvement for managing monogenic diabetes, hypoglycaemic unawareness and interpreting Libre readings. Overall, there was a significant improvement in trainees’ confidence in managing cases that were discussed post-simulation.ConclusionSIMBA is an effective learning model to improve trainees’ confidence to manage various diabetes and endocrine case scenarios. More sessions with a variety of other speciality case scenarios are needed to further assess SIMBA’s effectiveness and application in other areas of medical training.
Highlights
Simulation-based learning (SBL) has been increasingly used in both undergraduate and postgraduate medical training curricula
The field of medical education has been constantly evolving over the years with the utilization of relatively newer learning methods such as problem-based learning (PBL) and simulation-based learning (SBL)
This study was conducted in July 2019 and October 2019, as part of a continuous professional and educational development for clinicians-in-training in Diabetes and Endocrinology in Health Education West Midlands (HEWM) deanery
Summary
Simulation-based learning (SBL) has been increasingly used in both undergraduate and postgraduate medical training curricula. The aim of Simulation via Instant Messaging-Birmingham Advance (SIMBA) is to create a simple virtual learning environment to improve trainees’ self-reported confidence in diabetes and Endocrinology. The field of medical education has been constantly evolving over the years with the utilization of relatively newer learning methods such as problem-based learning (PBL) and simulation-based learning (SBL). SBL has been proven to be a superior learning method compared to both LBL and PBL [1, 2]. Despite the increasing popularity of SBL and PBL, lecture-based learning (LBL) is still the most widely used teaching method in both undergraduate and postgraduate medicine [3]. Evidence from research has shown that LBL requires the least amount of resources compared to other learning methods. Despite attempts to revise the curriculum, questions remain about how well the current model of lectures translates into the clinical environment [5]
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