dc.contributor.author | Kocialkowski, C | |
dc.contributor.author | Rybinski, B | |
dc.contributor.author | Hainsworth, L | |
dc.contributor.author | Yang, D | |
dc.date.accessioned | 2022-12-02T11:03:06Z | |
dc.date.available | 2022-12-02T11:03:06Z | |
dc.date.issued | 2020-07-09 | |
dc.identifier.citation | MedEdPublish, 2020, 9 pp. 143 - 143 | |
dc.identifier.uri | https://repository.icr.ac.uk/handle/internal/5591 | |
dc.identifier.eissn | 2312-7996 | |
dc.identifier.eissn | 2312-7996 | |
dc.identifier.doi | 10.15694/mep.2020.000143.1 | |
dc.description.abstract | <ns4:p>This article was migrated. The article was not marked as recommended. Introduction: The aims of this study were to assess the effectiveness of different modalities of simulation learning in medical students and the resulting stress response. Methods: Students were randomised into two groups for simulation learning, on the assessment and management of acutely ill patients. Group 1 performed assessments in a static individual format, whilst group 2 performing assessments in a dynamic group format. The stress response was measured by heart rate monitors worn by students, and performance was graded by a final simulator assessment. Results: The stress response did not significantly vary between groups, but there was a significant increase in heart rate in all students during the simulation learning; with a mean increase of 34 beats per minute in group 1 and 38 beats per minute in group 2. Performance in the final simulator assessment was significantly better in group 2, with a mean score of 21.5 points, compared to 16.2 points in group 1. Conclusion: A dynamic group simulation learning strategy is more effective in teaching medical students than simulations performed individually. Simulation learning, however; results in a significant stress response in all students, which must be carefully managed when delivering this type of learning.</ns4:p> | |
dc.format.extent | 143 - 143 | |
dc.language | en | |
dc.language.iso | eng | |
dc.publisher | F1000 Research Ltd | |
dc.relation.ispartof | MedEdPublish | |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
dc.title | Simulation Learning: Effectiveness and Stressfulness in Medical Student Teaching | |
dc.type | Journal Article | |
dcterms.dateAccepted | 2020-07-09 | |
dc.date.updated | 2022-12-01T12:51:16Z | |
rioxxterms.version | VoR | |
rioxxterms.versionofrecord | 10.15694/mep.2020.000143.1 | |
rioxxterms.licenseref.startdate | 2020-07-09 | |
rioxxterms.type | Journal Article/Review | |
pubs.organisational-group | /ICR | |
pubs.publication-status | Published online | |
pubs.publisher-url | http://dx.doi.org/10.15694/mep.2020.000143.1 | |
pubs.volume | 9 | |
dc.contributor.icrauthor | Yang, Wanding | |
icr.provenance | Deposited by Wanding Yang on 2022-12-01. Deposit type is initial. No. of files: 1. Files: MededPublish - 3010.pdf | |