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Poster Presentations: Tuesday, November 2, 2010 |

Simulation in Critical Care Medicine: Helping Students "Get It" FREE TO VIEW

Gladys L. Fernandez, MD; Elizabeth M. D’Amour, RN; William T. Mc Gee, MD; Gerard Langlois, PA-C; Patrick T. Mailloux, DO; Neal E. Seymour, MD; Richard B. Wait, MD
Author and Funding Information

Baystate Medical Center, Springfield, MA



Chest. 2010;138(4_MeetingAbstracts):201A. doi:10.1378/chest.10536
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Abstract

PURPOSE: To better prepare medical students for their intensive care unit (ICU) rotation through the use of Human patient Simulation (HPS) we evaluated the impact of a preparatory critical care medicine (CCM) simulation-based training curriculum in CCM on the third year medical student experience in the ICU.

METHODS: 43 students participated in simulation-based CCM training as an adjunct to Surgical Intensive Care Unit (SICU) training. Simulation provided exposure to a variety of critical care patients with the goal to improve comprehension and performance during the SICU rotation. Students were randomized into an intervention group (IG) where simulation-based training was provided prior to the SICU rotation. Control group (CG) students had simulation-based training after the rotation. All received traditional education in multidisciplinary rounds, didactic lectures and actual patient care. All completed pre-SICU CCM pre-tests and end-of-clerkship post-tests. Impact was assessed through review of performance on pre- and post-SICU examinations. Results of pre- and post test performance were compared for both groups. The utility of this innovative educational adjunct for student comprehension of CCM was evaluated for significance in clerkship education.

RESULTS: 43 students (20-IG, 23-CG) participated. Comparing mean overall pre- and post-test scores for the intervention group (IG pre-test 79%±0.08SD, post-test 86%± 0.07SD) and control group (CG pre-test 81%± 0.07SD; post-test 88%± 0.05SD) revealed improvement in mean scores for all. Although end-of-rotation survey analysis revealed greater confidence and comprehension with simulation, there was no significant difference in scores based on timing of simulation exposure.

CONCLUSION: The impact of our innovation adjunct to CCM education through simulation was positive. Our study did not reveal an effect of timing of simulation-based training despite student’s perceptions of confidence and better understanding of critical care.

CLINICAL IMPLICATIONS: Real world evaluation of the impact of simulation training with actual or simulated cases should be performed. Future assessment may reveal additional implications.

DISCLOSURE: William Mc Gee, No Financial Disclosure Information; No Product/Research Disclosure Information

12:45 PM - 2:00 PM


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