• Effectiveness and Student Perception of Simulated Case Based Learning in a Pre Clinical Medical Education

      Weed, Michael; The University of Arizona College of Medicine - Phoenix; Savi, Christine (The University of Arizona., 2016-03-25)
      Over the past decade, patient simulation has become an important teaching tool in allopathic medical education. Initially, medical simulation was used exclusively in the clinical years of medical training, but implementation into pre‐clinical curriculum is becoming increasingly common. Because simulated teaching experiences are a relatively new practice in pre‐clinical medical education, little is known about their value in this setting. We hypothesize that high‐fidelity patient simulation is an effective method of teaching basic medical sciences during the pre‐clinical years and that it will be viewed favorably by students when compared to other established teaching modalities. The purpose of our study is to: (1) test for an effect of teaching method on test score performance by comparing the results of relevant test items given to two student groups: a simulation group and a traditional case‐based instruction group; (2) determine student perception of simulation as a learning method for basic medical sciences. Methods: A one tier, mixed methods design was used to sequence this study. Test item scores were obtained from the classes of 2015 and 2016 at the University of Arizona College of Medicine ‐ Phoenix and results were analyzed using descriptive statistics to compare means and item difficulty. A Fisher’s exact test was conducted to compare test item performance between students who did and did not use simulation in their case‐based instruction group. Presimulation and post‐simulation surveys were also administered and thematic extraction used to triangulate results to quantitative findings. Results: There was no significant difference between performance of the simulation (n=48) and non‐simulation (n=79) group on the three test items. Survey results from this particular study indicate that students do enjoy learning in the simulated case‐based environment and that they find it to be intellectually stimulating. They also believe simulation will be useful in their careers. They do not, however, believe that it is as effective at teaching basic medical sciences when compared to the traditional lecture hall setting. Students also find simulation learning to be more stressful than small group learning. Conclusion: Our findings suggest that students who learn material through simulated case instruction perform as well as their counterparts who learn the material in traditional small group non‐simulated settings. However, our survey data suggests that while student perception of simulation is positive overall, there are instances in which simulation is viewed less favorably than both small group and traditional lecture environments. When analyzed together, the test item performance and survey findings show that while simulation can be an effective teaching tool in pre‐clinical medical education, there was not a significant difference when compared to lecture hall and non‐ simulated small group learning settings.
    • Tearing Down the Wall: Identification of Biases as a First Step in Building a Team Mentality and Preparing Physician Assistant, Social Work, Nursing, and Medical Students to Participate in Interprofessional Education and Practice

      Bonfiglio, Chelsea; The University of Arizona College of Medicine - Phoenix; Hartmark-Hill, Jennifer (The University of Arizona., 2016-03-23)
      The Institute of Medicine’s landmark study on patient care outcomes, A Bridge to Quality, called for interprofessional education and practice that prepares healthcare students from different healthcare professions to collaborate for optimal patient safety. Additional benefits of interprofessional education include increased patient satisfaction and provider job satisfaction. Despite this knowledge, IPE interventions are not widely instituted in health professions education. In July of 2013, the Liaison Committee on Medical Education released a common standard for IPE in the US due to the realization that collaboration will play a large role in the careers of students across the health professions. More research is needed to demonstrate what components, sequencing, and frequency of interprofessional education contributes the greatest value to the competency goals established by the Interprofessional Education Collaborative. This study aims to determine if a novel curricular component, a program entitled, the “Medical Wall,” is able to demonstrate a positive impact on students’ interest and value for interprofessional education, and if the activity has a significant effect on student’s knowledge of barriers to effective team communication and collaboration, and their attitudes regarding the values and ethics of interprofessional collaboration as it relates to patient care. 196 MD, BSN and PA students were randomized into intervention and control groups. All students randomized into the intervention group were further randomized into mixed‐professions small groups who participated in the Medical Wall program, while their peers in the control group completed an alternate and unrelated activity. All participants took the validated pre‐ and post Readiness for Interprofessional Learning Scale survey to determine if there was significant intervention impact. The learning scale assessed four categories: Teamwork, Negative Professional Identity, Positive Professional Identity and Roles and Responsibilities. The “The Medical Wall” IPE intervention resulted in significant improvement in two out of four categories of the Readiness for Interprofessional Learning Scale compared to controls (p value set at <0.05). These results indicate that participation in a brief interprofessional education intervention is effective for enhancing Nursing, Physician Assistant, and M