Large group high-fidelity simulation enhances medical student learning

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.

Additional information

Notes on contributors

Corey Heitz

COREY HEITZ, MD, MS, was a resident physician at Wake Forest University Baptist Medical Center when this study was completed. He is currently a Faculty Development Fellow in Emergency Medicine at Wright State University where he works on academic projects and educational research.

Ashley Brown

ASHLEY BROWN, BS, is a medical student at Wake Forest University School of Medicine. She worked on this simulation project as part of a summer research program funded by NIH 2T35 DK07400.

James E. Johnson

JAMES E. JOHNSON, PhD, is an Associate Professor of Neurobiology and Anatomy at Wake Forest University School of Medicine. He serves as the Director of the Anatomical Resource Clinical Training Center and the Anatomical Bequethal Program.

Michael T. Fitch

MICHAEL T. FITCH, MD, PhD, is an Assistant Professor of Emergency Medicine and Director of the Emergency Department Simulation Program at Wake Forest University School of Medicine. He combines his research background in neuroscience with emergency medicine and simulation based teaching by creating and coordinating interactive educational activities.