Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies.

Autor: Tawfik MMR; College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia.; Hepatobiliary Unit, Internal Medicine Department, Faculty of Medicine, Alexandria University, Alexandria, Egypt., Fayed AA; College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia., Dawood AF; College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia., Al Mussaed E; College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia., Ibrahim GH; Medical Biochemistry & Molecular Biology Department, Faculty of Medicine, Suez Canal University, Ismailia, 41511 Egypt.
Jazyk: angličtina
Zdroj: Medical science educator [Med Sci Educ] 2020 Jun 29; Vol. 30 (3), pp. 1061-1068. Date of Electronic Publication: 2020 Jun 29 (Print Publication: 2020).
DOI: 10.1007/s40670-020-01014-y
Abstrakt: Background: Simulation-based learning (SBL), an effective teaching strategy, is still questionable on whether it can be an alternative to didactic lectures in medical education. Our study aimed to evaluate the effectiveness of SBL versus traditional lectures in retention of knowledge.
Methods: A randomized controlled trial was conducted among medical students who were divided in two groups (36 students each). Each group received the same information about diagnosis and management of bronchial asthma, but with a different teaching method: didactic lecture or simulation. Knowledge level was tested before, immediately after the teaching sessions and 3 months later using multiple-choice questions. Student's satisfaction was evaluated using feedback questionnaire.
Results: The simulation group scored higher than the lecture group in the post-test and the late test. However, these differences were not significant. Additionally, students' satisfaction scores were significantly higher in the simulation group than in the lecture group ( p  < 0.01). Students ranked simulation significantly better regarding motivation (71.9%), comfort (59.4%), understanding (59.4%), and effective communication (59.4%) ( p  < 0.01).
Conclusion: Simulation is as effective as lecture in retention of medical knowledge. Nonetheless, students agree that it is more satisfactory and interesting. SBL integration in medical programs is recommended to overcome obstacles in clinical training.
Competing Interests: Conflict of InterestThe authors declare no conflict of interest.
(© International Association of Medical Science Educators 2020.)
Databáze: MEDLINE
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