Abstract
BackgroundSimulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. Despite the recognized potential of simulation to be used widely in support of healthcare education, there are no studies focused on the role of simulation in teaching haematology. Moreover, the reaction level is the most commonly reported in medical education. This study evaluates, at two levels of Kirkpatrick’s model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students.MethodsA total of 84 second year medical students from two cohorts received theoretical components of Haematopoietic and Immune System in 4 credits course, delivered using lecture approach. First cohort students (n = 49) participated in interactive learning tutorials to discuss clinical vignettes. Second cohort (n = 35) students participated in simulation sessions where the tutorial’s clinical vignettes were developed to clinical simulation scenarios conducted in the simulation centre. The potential influence of the simulation in learning enhancement was evaluated using Kirkpatrick’s Evaluation Framework.ResultsThe students rated the simulation sessions highly and found them to be a valuable learning experience. The category performance summary, generated by the assessment platform, demonstrates improvement in the student’s knowledge enhanced by the SBME.ConclusionsAdaptation of SBME in teaching haematological aspects is a feasible way to improve the student’s knowledge related to the taught theoretical foundations. SBME has the potential to enhance the undergraduate medical curriculum and it is expected, in the near future, to be an increasingly recommended educational strategy to bridge the gap between theory and practice.
Highlights
Simulation is an educational method which has several modalities and applications
One of the distinct movements that have encouraged the development of clinical simulation is the medical education reform that has been driven by worldwide recognition of the need for students to be prepared as effective junior doctors after their undergraduate education [2, 3]
Satisfaction feedback The results from the post-session satisfaction feedback questioner showed that 100 % of the students stated the simulation scenarios made them think and helped to support the theory already learnt in class, 94 % reported that the sessions were informative and 77 % found them a positive learning experience
Summary
Simulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. This study evaluates, at two levels of Kirkpatrick’s model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students. One of the distinct movements that have encouraged the development of clinical simulation is the medical education reform that has been driven by worldwide recognition of the need for students to be prepared as effective junior doctors after their undergraduate education [2, 3]. Studies show that simulation is beneficial for learners to improve behaviors and product skill outcomes in medical undergraduates as it provides learners with the opportunity to experience realistic clinical scenarios [7, 8]. Studies demonstrated improved performance by undergraduate medical students in Objective Structured Clinical Examination (OSCE) assessments following simulation training [9]. Medical students consistently report that they find simulation training to be educationally beneficial, and it improves their confidence in challenging and uncertain situations [10, 11]
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