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Advances in Medical Education and Practice Volume 11, 2020 - Issue
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Original Research

Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning

Lawrence F Borges1 Division of Gastroenterology, Mount Auburn Hospital and Harvard Medical School, Cambridge, MA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9050-1789
ORCID Icon,
Jamie M Robertson2 Department of Surgery, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
,
Steven M Kappler3 Cleveland Clinic Digestive Diseases Center, Port St. Lucie, FL, USAORCID Iconhttps://orcid.org/0000-0003-1277-8293
ORCID Icon,
Suresh K Venkatan4 Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA
,
David X Jin5 Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
,
Edward L Barnes6 Division of Gastroenterology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
,
Farouc A Jaffer7 Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USAORCID Iconhttps://orcid.org/0000-0001-7980-384X
ORCID Icon,
Fidencio L Saldana8 Division of Cardiovascular Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
,
David M Dudzinski4 Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA;7 Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USAORCID Iconhttps://orcid.org/0000-0001-9363-9345
ORCID Icon,
Ada C Stefanescu Schmidt7 Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USAORCID Iconhttps://orcid.org/0000-0002-5692-2616
ORCID Icon,
Douglas E Drachman7 Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USAORCID Iconhttps://orcid.org/0000-0003-1538-5807
ORCID Icon,
Michael N Young9 Cardiology Division, Dartmouth-Hitchcock Medical Center and Geisel School of Medicine, Lebanon, NH, USA
,
Emily M Hayden10 Department of Emergency Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
,
Stephen R Pelletier11 Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
&
Helen M Shields5 Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USAORCID Iconhttps://orcid.org/0000-0003-0457-9606
ORCID Icon show all
Pages 969-976 | Published online: 14 Dec 2020

References

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  • McGaghie WC, Draycott TJ, Dunn WF, et al. Evaluating the impact of simulation on translational patient outcomes. Simul Healthc. 2011;6(Suppl):S42–S47. doi:10.1097/SIH.0b013e318222fde9
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  • Reime MH, Johnsqaard T, Kvam FI, et al. Learning by viewing versus learning by doing: a comparative study of observer and participant experiences during an inter-professional simulation training. J Interprof Care. 2017;31:51–58. doi:10.1080/13561820.2016.1233390
  • Blanie A, Gorse S, Roulleau P, et al. Impact of learners' role (active participant-observer or observer only) on learning outcomes. Anaesth Crit Care Pain Med. 2018;37:417–422. doi:10.1016/j.accpm.2017.11.016
  • Robles MJ, Miralles R, Esperanza A, et al. Different ways to present clinical cases in a classroom: video projection versus live pre-presentation of a simulated clinical scene with actors. BMC Med Edu. 2019;19:70. doi:10.1186/s12909-019-1494-1

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