Presentation Description
Sumathy M.K.1
Zayapragassarazan Zayabalaradjane1, Dinker Ramananda Pai2 and Mukta Wyawahare1
1 The Jawaharlal Institute of Postgraduate Medical Education & Research
2 Mahatma Gandhi Medical College and Research Centre, Puducherry ,India
Zayapragassarazan Zayabalaradjane1, Dinker Ramananda Pai2 and Mukta Wyawahare1
1 The Jawaharlal Institute of Postgraduate Medical Education & Research
2 Mahatma Gandhi Medical College and Research Centre, Puducherry ,India
Background:
Technological advancements have elevated simulation technology from a teaching tool to a comprehensive learning management system, integrating debriefing, data collection, and analysis.
Technological advancements have elevated simulation technology from a teaching tool to a comprehensive learning management system, integrating debriefing, data collection, and analysis.
Research Questions:
This study addresses two research questions: 1) Are the educational outcomes of a competency-based hybrid simulation training module observable and measurable, and 2) Will the competency-based hybrid simulation training module improve the educational outcomes of the curricular objectives for 3rd year undergraduate medical students?
This study addresses two research questions: 1) Are the educational outcomes of a competency-based hybrid simulation training module observable and measurable, and 2) Will the competency-based hybrid simulation training module improve the educational outcomes of the curricular objectives for 3rd year undergraduate medical students?
Methodology:
The study has three main objectives: 1) develop a simulation skill training module, 2) evaluate outcomes, and 3) assess the feasibility of curriculum incorporation. In a three-phase mixed-methods approach, Phase 1 used the modified Delphi method to identify skills and the ADDIE model to create procedural modules. These materials were shared via Google Classroom using a flipped classroom model. In Phase 2, Peyton's strategy was adopted for interactive simulation skill training for 3rd-year medical students during surgical postings. SimCapture facilitated data collection with OSCE checklists, pre/post-tests, perception tools, and debriefing videos. Ongoing Phase 2 data collection seeks educational insights, while Phase 3 involves assessing module effectiveness and potential modifications through focus group discussions.
The study has three main objectives: 1) develop a simulation skill training module, 2) evaluate outcomes, and 3) assess the feasibility of curriculum incorporation. In a three-phase mixed-methods approach, Phase 1 used the modified Delphi method to identify skills and the ADDIE model to create procedural modules. These materials were shared via Google Classroom using a flipped classroom model. In Phase 2, Peyton's strategy was adopted for interactive simulation skill training for 3rd-year medical students during surgical postings. SimCapture facilitated data collection with OSCE checklists, pre/post-tests, perception tools, and debriefing videos. Ongoing Phase 2 data collection seeks educational insights, while Phase 3 involves assessing module effectiveness and potential modifications through focus group discussions.
Findings So Far:
In phase 1, essential skills are: basic life support, oxygen therapy, IV cannulation, nasogastric tube insertion, urinary catheterization, and suturing. Training of trainers, content validation, and tool assessments took place. The pilot study confirmed inter- rater reliability of the OSCE checklist, test-retest reliability of the knowledge questionnaire, and Cronbach's alpha for the perception tool. The ongoing phase 2 study aims to provide insights into learner profiles, future curriculum mapping, guide policymakers in aligning skill training modules, contribute to understanding simulation-based learning dynamics, and empower educators to embrace integrated teaching methods through SimCapture data.
In phase 1, essential skills are: basic life support, oxygen therapy, IV cannulation, nasogastric tube insertion, urinary catheterization, and suturing. Training of trainers, content validation, and tool assessments took place. The pilot study confirmed inter- rater reliability of the OSCE checklist, test-retest reliability of the knowledge questionnaire, and Cronbach's alpha for the perception tool. The ongoing phase 2 study aims to provide insights into learner profiles, future curriculum mapping, guide policymakers in aligning skill training modules, contribute to understanding simulation-based learning dynamics, and empower educators to embrace integrated teaching methods through SimCapture data.
Keywords:
competency-based education, medical education, simulation training, procedural skills, curriculum enhancement.
competency-based education, medical education, simulation training, procedural skills, curriculum enhancement.
References (maximum three)
- Medical Council of India. Assessment Module for Undergraduate Medical Education Training Program, 2019: pp 1-29.
- Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975). Interservice procedures for instructional systems development (Phases I, II, III, IV, V, and Executive Summary). US Army Training and Doctrine Command Pamphlet, 350. https://apps.dtic.mil/dtic/tr/fulltext/u2/a019486.pdf
- Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013 Oct;35(10):e1511-30. doi: 10.3109/0142159X.2013.818632. Epub 2013 Aug 13. PMID: 23941678.