Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

    Authors

    D. M. Harris; K. Ryan;C. Rabuck

    Comments

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    Abbreviated Journal Title

    Adv. Physiol. Educ.

    Keywords

    medical education; technology; curricula; manikins; EDUCATION; Education, Scientific Disciplines; Physiology

    Abstract

    Harris DM, Ryan K, Rabuck C. Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves. Adv Physiol Educ 36: 213-219, 2012; doi: 10.1152/advan.00058.2012.-Students are relying on technology for learning more than ever, and educators need to adapt to facilitate student learning. High-fidelity patient simulators (HFPS) are usually reserved for the clinical years of medical education and are geared to improve clinical decision skills, teamwork, and patient safety. Finding ways to incorporate HFPS into preclinical medical education represents more of a challenge, and there is limited literature regarding its implementation. The main objective of this study was to implement a HFPS activity into a problem-based curriculum to enhance the learning of basic sciences. More specifically, the focus was to aid in student learning of cardiovascular function curves and help students develop heart failure treatment strategies based on basic cardiovascular physiology concepts. Pretests and posttests, along with student surveys, were used to determine student knowledge and perception of learning in two first-year medical school classes. There was an increase of 21% and 22% in the percentage of students achieving correct answers on a posttest compared with their pretest score. The median number of correct questions increased from pretest scores of 2 and 2.5 to posttest scores of 4 and 5 of a possible total of 6 in each respective year. Student survey data showed agreement that the activity aided in learning. This study suggests that a HFPS activity can be implemented during the preclinical years of medical education to address basic science concepts. Additionally, it suggests that student learning of cardiovascular function curves and heart failure strategies are facilitated.

    Journal Title

    Advances in Physiology Education

    Volume

    36

    Issue/Number

    3

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    213

    Last Page

    219

    WOS Identifier

    WOS:000308674200007

    ISSN

    1043-4046

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