Medical education: Effectiveness of two simulation teaching methods in developing intubation skills of year level six medical students (clinical clerks)
Acta Medica Philippina
; : 65-68, 2017.
Article
| WPRIM
| ID: wpr-959837
Responsible library:
WPRO
ABSTRACT
OBJECTIVE: To describe outcomes of two simulation teaching methods in developing intubation skills of year level six medical students (clinical clerks).METHODS: Students were shown a 6-minute video on intubation. Students were exposed to video-assisted learning, video-assisted learning with instructor-guided simulation, and video-assisted learning with experiential learning. Each student was assessed by a non-graded 11 point objective structured clinical examination.RESULTS AND DISCUSSION: The three learning strategies: 1. Video-assisted learning, 2. Video-assisted learning with instructor-guided simulation, 3. Video-assisted learning with experiential learning (self-discovery learning) simulation showed OSCE mean scores (standard deviations) of 5.76 (2.16), 7.21 (2.35) and 7.60 (1.72), respectively. Failure of intubation was 21% (8/38), 2% (1/40) and 0% (0/36), respectively. There is an absolute risk reduction of 27-30% in failure of intubation when either VGL or VEL is used. Students recognized the contribution of the simulation-based activities to the development of their intubation skills. They appreciated the opportunity to actually perform intubation in a rehearsal setting before doing the procedure on real patients.CONCLUSION: Medical simulation enhanced student skills development. Experiential learning or self-discovery learning method may be as effective as instructor guided simulation.
Full text:
1
Index:
WPRIM
Main subject:
Physical Examination
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Students, Medical
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Clinical Clerkship
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Problem-Based Learning
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Numbers Needed To Treat
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Intubation
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Learning
Limits:
Female
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Humans
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Male
Journal:
Acta Medica Philippina
Year:
2017
Type:
Article