Evaluating the Impact of Peri-Simulation Education on Medical Student Performance: A Randomized Controlled Trial

Logan D Glosser1*, Wade Hopper2, Conner V Lombardi1, Yixing Chen3, Sprio Veria1, Elliott Oberneder3, Benjamin Talbot1, Alexander N Young1 and Coral D Matus4

1University of Toledo College of Medicine and Life Sciences, USA
2Edward via College of Osteopathic Medicine, USA
3Lloyd A. Jacobs Interprofessional Immersive Simulation Center, USA
4Department of Family Medicine, University of Toledo College of Medicine and Life Sciences, USA

^*Correspondance to: Logan D Glosser 

 PDF  Full Text DOI: 10.25107/2474-1647.3510

Abstract

Introduction: Limited research exists evaluating pre-clinical medical student performance in Simulation Patient Encounters (SPEs), nor the effectiveness of teaching interventions as part of the learning. We sought to determine if a teaching intervention prior to simulation training improves medical student clinical decision-making skills compared to baseline performance. Methods: A prospective randomized single-center crossover study comparing performance of second-year medical students in two SPEs. The groups were then randomized to receive an educational intervention either the day before the SPEs or at the conclusion of the two SPEs. The educational intervention was a 10-min video. Analysis was designed to evaluate if a difference existed between performance outcomes using a standardized checklist. Results: The video prior cohort scored higher than the no video prior group in both case scenarios. In the anemia case scenario, video prior cohort scored 41.6% (23.69) vs. 38.9% (22.19) in the no video cohort. In the diverticular bleed case scenario, the video prior cohort scored 37.6% (19.94) vs. 37.1% (19.69) in the no video prior cohort. Additionally, for the diverticular bleed scenario there was a statistically significant higher number of prompting in the video prior cohort than the no video prior, with an average of 2.44 prompts vs. 1.56 respectively (p=0.04). Conclusion: Our results did not find an impact of the educational video on the performance scores in the SPEs. This study had several limitations and calls for future studies with a more controlled environment to determine timing, efficacy, and impact of educational interventions in simulation training.

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Cite the article

Glosser LD, Hopper W, Lombardi CV, Chen Y, Veria S, Oberneder E, et al. Evaluating the Impact of Peri-Simulation Education on Medical Student Performance: A Randomized Controlled Trial. Clin Surg. 2022; 7: 3510..