![]() Using AMS as an example, outlines of the 1-hour lecture and the corresponding small group cases are presented in Table 1 and 2, respectively. Faculty members from multiple disciplines facilitate small group sessions. For each chief complaint, students attend a 1-hour lecture followed by a 2-hour small group, interactive case-based session. The course addresses common chief complaints including dyspnea, abdominal pain, chest pain, and altered mental status (AMS). ![]() It is a 1-month ‘crash’ course teaching an array of practical skills that students will need during their upcoming clinical rotations. This course takes place in June at our medical school, immediately before students begin their clinical clerkships. Our study included students who were enrolled in ‘Introductory Clerkship’, a pre-clinical course for medical students transitioning from their second year into their third year. Instead, most medical school studies of simulation have focused on the effectiveness of teaching clinical skills to students during their clerkships ( 13– 19), mainly in their fourth year. Although high-fidelity simulators are used for teaching clinical skills in the pre-clinical setting, there is limited data regarding the efficacy at this early stage of training ( 9– 12). In particular, high-fidelity simulator exercises are increasingly being incorporated into both pre-clinical ( 1, 4, 9) and clinical curricula ( 1, 4). A large array of clinical situations can be realistically simulated using various methods including, but not limited to, procedural task-trainers, physical models, computer-based patients, high-fidelity full-body simulators, and standardized patients (lay people who are specifically trained to portray patients). ![]() ![]() Simulation as a teaching format provides a safe, supportive learning environment ( 5), can encourage the development of skills through experiential learning ( 6), and allows students to learn clinical skills through deliberate practice ( 7, 8). Simulation-based medical education (SBME) has become an increasingly common and potentially effective method for teaching clinical skills in both undergraduate ( 1, 2) and graduate medical education ( 1– 4). ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |