We developed a lung sounds auscultation trainer (LSAT) and started using it in 2001. In 2002, we used it in OSCE. To evaluate the educational effects of the LSAT, we compared the outcome between the fifth year medical students in 2001 and those in 2002.
From June 2001 to March 2002, we used the LSAT for small group education among one hundred of the fifth year medical students. In the next school year, we opened our laboratory so that the fifth year students could study the LSAT by themselves for one month. Then, the LSAT was used for OSCE in May 2002. From June 2002 to April 2003, we used the LSAT again among eighty-four of the fifth year students who passed OSCE. The class consisted of ninety minutes training for the auscultation of lung sounds. At first, auscultation tests were performed. Namely, students listened to three cases of abnormal lung sounds on the LSAT through their stethoscopes. Next they answered questions corresponding to the portion and quality of the sounds. Then we explained the correct answers and how to differentiate lung sounds on the LSAT. Additionally, at the beginning and the end of the lecture, five degrees of self-assessments for the auscultation of the lung sounds were performed.
The ratio of correct answers (students in 2001 vs. in 2002) of lung sounds were 36.9% vs. 37.2% for decrease or disappearance of lung sounds, 52.5% vs. 55.8% for coarse crackles, 34.1% vs. 60.5% for fine crackles, 69.2% vs. 70.8% for wheezes, 62.1% vs. 94.7% for rhonchi, and 22.2% vs. 32.6% for stridor. Self-assessment scores were significantly higher after the class than before, especially in stridor, both in 2001 and in 2002.
The ratio of correct answers of lung sounds was higher among fifth year students in 2002 than those in 2001.
The one-month self-training on the LSAT before the OSCE was extremely effective for the improvement of auscultation skills.
C. Yoshii, None.