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Enhancing a SimMan Experience through Team-Based Learning
Enhancing a SimMan Experience through Team-Based Learning
J. Pasley, M. Petty, M. Jennings, M. Soulsby,
J. Firnhaber, M. Palacios, J.White
UAMS, Little Rock, AR, USA
J. Pasley, M. Petty, M. Jennings, M. Soulsby,
J. Firnhaber, M. Palacios, J.White
UAMS, Little Rock, AR, USA
IntroductionIntroduction
Physiology educators formerly used animal-based laboratory exercises to reinforce basic physiological concepts.
Medical simulation is now used to provide a
link between basic science education and clinical bedside teaching.
Physiology educators formerly used animal-based laboratory exercises to reinforce basic physiological concepts.
Medical simulation is now used to provide a
link between basic science education and clinical bedside teaching.
IntroductionIntroduction
Patient simulation brings learning concepts to life in a clinical setting.
Patient simulation brings learning concepts to life in a clinical setting.
OverviewOverview Implementation of Simulation in Physiology
Cardiovascular Pulmonary
Implementation of Simulation in Physiology Cardiovascular Pulmonary
Implementation of TBL to encourage Preparation for SimMan Experience
Implementation of TBL to encourage Preparation for SimMan Experience
The ProcessThe Process
Spring 2000 - 2002
Spring 2003 - 2005
Spring 2005
2007
Modification of Courses
Included TBL
Modified TBLAdded 3 mannequins
Spring 2000-2002Spring 2000-2002
Standard use of ECG and Spirometer Cardiovascular Physiology
ECG interpretation Myocardial blood flow Heart failure
Respiratory Physiology Airway resistance Restrictive lung disease Obstructive lung disease
Mediocre Examination Performance by Students in both areas of Physiology
Standard use of ECG and Spirometer Cardiovascular Physiology
ECG interpretation Myocardial blood flow Heart failure
Respiratory Physiology Airway resistance Restrictive lung disease Obstructive lung disease
Mediocre Examination Performance by Students in both areas of Physiology
Spring 2003-2005Spring 2003-2005
Modified courses to include SimMan computer-driven patient simulator
Groups of 10 students 20 minute experience
Observations Students not well prepared prior to simulator Hands-on activity by 3-5 students Interested students, but still passive
Modified courses to include SimMan computer-driven patient simulator
Groups of 10 students 20 minute experience
Observations Students not well prepared prior to simulator Hands-on activity by 3-5 students Interested students, but still passive
Spring 2005Spring 2005
Added TBL to encourage preparation First implementation in medical curriculum at UAMS
Group size = 10 IRAT given as members arrive for Simulator in waiting
area GRAT given just outside of Simulator
Lively questioning by most students Faculty learned how lecture/questions needed clarification
Application Next classroom session In conjunction with review session for test
Problematic
Added TBL to encourage preparation First implementation in medical curriculum at UAMS
Group size = 10 IRAT given as members arrive for Simulator in waiting
area GRAT given just outside of Simulator
Lively questioning by most students Faculty learned how lecture/questions needed clarification
Application Next classroom session In conjunction with review session for test
Problematic
ResultsResults
Scores on the cardiovascular and respiratory exams with SimMan experience increased significantly compared to non SimMan experience.
Scores on the cardiovascular and respiratory exams with SimMan experience increased significantly compared to non SimMan experience.
2003 2004 2005 No SIM-MAN
2006
Pre SIM-MAN
2000 - 2002
SEM
5.30
SEM
2.01
SEM
2.84
SEM
2.25
SEM
6.50
Cardiovascular PhysiologyCardiovascular Exams
% c
orr
ect
% C
orr
ect
SEM 3.45
Respiratory PhysiologyRespiratory Questions
SEM
7.14
SEM5.65
SEM4.76
SEM
9.84
Pre SIM-MAN
2000 - 2002
2003 2004 2005 No SIM-MAN
2006
Modified TBL 2007Modified TBL 2007
Day before SimMan Experience IRAT- based on lecture concepts GRAT-group quiz and discussion over same
questions as IRAT
Application quiz administered during classroom review of SimMan exercise
Day before SimMan Experience IRAT- based on lecture concepts GRAT-group quiz and discussion over same
questions as IRAT
Application quiz administered during classroom review of SimMan exercise
More experience with TBL needed to demonstrate improvement by TBL use Critical to get all concerned faculty involved
Need to Examine impact of TBL on Learning Physiologic concepts using SimMan
Collect more data to determine whether TBL has an impact on learning.
More experience with TBL needed to demonstrate improvement by TBL use Critical to get all concerned faculty involved
Need to Examine impact of TBL on Learning Physiologic concepts using SimMan
Collect more data to determine whether TBL has an impact on learning.
SIM-Man/TBL 2007SIM-Man/TBL 2007
Three mannequins allowed smaller group size (6) and more time enhanced SIM-Man experience
Problems in test administration nullified our ability to measure impact of TBL
Three mannequins allowed smaller group size (6) and more time enhanced SIM-Man experience
Problems in test administration nullified our ability to measure impact of TBL
Results
ConclusionsConclusions
Simulator encounters reinforce Basic Science Concepts presented in Physiology Lectures
Simulator experience Significantly Impacted Learning TBL Enhanced student Preparation for the SIM-Man
experience
Simulator encounters reinforce Basic Science Concepts presented in Physiology Lectures
Simulator experience Significantly Impacted Learning TBL Enhanced student Preparation for the SIM-Man
experience
Future PlansFuture Plans
RationaleRationale
To shift focus from learning key concepts to using concepts
To replace lecture format with a more “hands on” experience
To encourage students to come prepared
To shift focus from learning key concepts to using concepts
To replace lecture format with a more “hands on” experience
To encourage students to come prepared
RationaleRationale Demonstrate cardiovascular and pulmonary
physiology concepts in a Medical Physiology course using simulation.
Demonstrate cardiovascular and pulmonary physiology concepts in a Medical Physiology course using simulation.
Examine student performance on exam questions in cardiovascular and respiratory physiology before and after the simulation experience.
Examine student performance on exam questions in cardiovascular and respiratory physiology before and after the simulation experience.
Cardiovascular Physiology
Question Topic
Pre SIM-MAN
% correct
SIM-MAN% correct
NO SIM-MAN
% correct
ECG Interpretati
on65 85 72
Cardiac Blood Flow 56 84 52Ischemic
Heart Disease/Hea
rt Failure
60 82 48
Question Topic
Pre SIM-MAN
% correct
SIM-MAN% correct
NO SIM-MAN% correct
Airway
Resistance
56 90 51
Obstructive Lung Disease 53 82 70
Restrictive Lung Disease 50 72 54
Respiratory Physiology