Large group high-fidelity simulation enhances medical student learning

Open Access
Publisher Website
Google Scholar
Abstract
Background: Previous work shows feasibility for large group high-fidelity simulation with correlation to basic science in the preclinical curriculum. Aims: This project studies whether large group simulation leads to enhanced basic science learning. Methods: This was an educational performance study before and after high-fidelity simulation for first-year medical students. Basic neuroscience concepts were reinforced with simulation, and pretesting and posttesting were analysed along with summative exam results. The number correct was compared on a contingency table using the Mantel–Haenszel chi-squared test and same student correlation was accounted for with a 'Generalized Estimating Equations’ model. Results: The study included 112 students; three were excluded for missing data. Students showed statistically significant improvement on two of the four questions, and a nonsignificant improvement or equivalent performance on two questions. Students were significantly more likely to get all four responses correct on the posttest than on the pretest. Summative testing 11 days later had >80% correct responses for three factual recall questions and 58% correct responses for a single knowledge application question. Conclusions: Simulation is an effective teaching method for preclinical basic science education. Students demonstrated significant improvements after participating in a live interactive simulation scenario.