Sadanandaswamy, M. and Bloomfield, T. C. and Thomas, R. H. and Singh, H. and Almeer, G. and Searle, R. F. (2010) 'Role of Sim-Man in teaching clinical skills to preclinical medical students.', Association for Simulated Practice in Healthcare (ASPiH) 2010 Newcastle, 17-18 November 2010.
Introduction: After a GMC report on Tomorrow’s Doctors (2003) was published, there has been more emphasis on clinical skills training in undergraduate medical education1. It is challenging for pre-clinical medical students to learn and develop clinical skills systematically, which are appropriate to working in a clinical environment. At Newcastle University Laerdal Sim-Man 3G, a high fidelity simulator, was used 1) To ascertain if Sim-man could be used as an adjunct to facilitate student’s ability to acquire clinical skills in their pre-clinical years by determining the effect of Sim-Man on the confidence levels and knowledge of pre-clinical medical students during clinical skills sessions. 2) To bridge the gap between the pre-clinical and clinical setting with an opportunity to experience differentiating between normal and abnormal signs. Methodology: 24 first year graduate entry (preclinical) medical students had previously been taught the generic clinical skill of chest examination on each other. They were divided into 2 groups (AC and BD). A pre-test was conducted where the students of both groups completed a questionnaire on knowledge and confidence (rated using a Likert scale from 1-5). Later half the students (AC group) performed chest examination on each other while the other half (BD group) used Sim-Man. Sim-Man was programmed to display abnormal signs in 4 clinical conditions based on their PBL case series. A mid-test was conducted. They then crossed over with students in AC group performing chest examination on Sim-Man while students in BD group examined each other. A post- test was carried out. Data was analyzed using Mann-Whitney test. Results: There was no difference in the test scores on knowledge questions between the two groups for pre-test and post test whereas the test scores increased significantly between the two groups for mid-test (p=0.002). A significant increase in the test scores was seen between pre-test and midtest for the BD group (p=0.01). There was a similar trend, which was not statistically significant between mid-test and post-test for the AC group (p=0.16) The mean confidence increased from pre to mid-test and then further in post-test for both groups. Their confidence increased significantly in differentiating between normal and abnormal signs [BD group, between pre-test and mid-test (2.3 to 3, p= 0.01) and AC group, between mid-test and post-test (2.8 to 3.6, p=0.01)]. Conclusion: This pilot study suggests that Sim-Man can be used as a valuable adjunct to increase knowledge and student self-confidence when acquiring clinical skills in the pre-clinical years. References: 1. Paskins Z, Kirkcaldy J, Allen M, Macdougall C, Fraser I, Peile D : Design, validation and dissemination of an undergraduate assessment tool using SimMan in simulated medical emergencies. Medical Teacher 2010, Jan 32(1): e12-e17.
|Item Type:||Conference item (Paper)|
|Additional Information:||The Association for Simulated Practice in Healthcare (ASPiH) inaugural conference took place in Newcastle upon Tyne at St James’ Park, on Wednesday 17 and Thursday 18 November 2010, with supplementary Masterclass sessions taking place on the afternoon of Tuesday 16 November. The theme of the conference was 'The Quality and Impact of Simulated Practice in Healthcare'.|
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|Publisher Web site:||http://www.aspih.org.uk/conference/2010-conference/|
|Record Created:||20 Apr 2012 10:50|
|Last Modified:||17 May 2012 10:31|
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