Enhancing learning through optimal sequencing of web-based and manikin simulators to teach shock physiology in the medical curriculum

    Authors

    J. C. Cendan;T. R. Johnson

    Comments

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    Abbreviated Journal Title

    Adv. Physiol. Educ.

    Keywords

    simulation in medical education; computer-aided instruction; curriculum; planning; Education, Scientific Disciplines; Physiology

    Abstract

    Cendan JC, Johnson TR. Enhancing learning through optimal sequencing of web-based and manikin simulators to teach shock physiology in the medical curriculum. Adv Physiol Educ 35: 402407, 2011; doi:10.1152/advan.00061.2011.-The Association of American Medical Colleges has encouraged educators to investigate proper linkage of simulation experiences with medical curricula. The authors aimed to determine if student knowledge and satisfaction differ between participation in web-based and manikin simulations for learning shock physiology and treatment and to determine if a specific training sequencing had a differential effect on learning. All 40 second-year medical students participated in a randomized, counterbalanced study with two interventions: group 1 (n = 20) participated in a web-based simulation followed by a manikin simulation and group 2 (n = 20) participated in reverse order. Knowledge and attitudes were documented. Mixed-model ANOVA indicated a significant main effect of time (F(1,38) = 18.6, P = 0.001, eta(2)(p) = 0.33). Group 1 scored significantly higher on quiz 2 (81.5%) than on quiz 1 (74.3%, t(19) = 3.9, P = 0.001), for an observed difference of 7.2% (95% confidence interval: 3.3, 11.0). Mean quiz scores of group 2 did not differ significantly (quiz 1: 77.0% and quiz 2: 79.7%). There was no significant main effect of group or a group by time interaction effect. Students rated the simulations as equally effective in teaching shock physiology (P = 0.88); however, the manikin simulation was regarded as more effective in teaching shock treatment (P = 0.001). Most students (73.7%) preferred the manikin simulation. The two simulations may be of similar efficacy for educating students on the physiology of shock; however, the data suggest improved learning when web-based simulation precedes manikin use. This finding warrants further study.

    Journal Title

    Advances in Physiology Education

    Volume

    35

    Issue/Number

    4

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    402

    Last Page

    407

    WOS Identifier

    WOS:000298151300014

    ISSN

    1043-4046

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