Advances in Health Sciences Education

, Volume 14, Issue 2, pp 159–171

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

  • Manuel Wenk
  • René Waurick
  • David Schotes
  • Melanie Wenk
  • Christina Gerdes
  • Hugo K. Van Aken
  • Daniel M. Pöpping
Article

DOI: 10.1007/s10459-008-9098-2

Cite this article as:
Wenk, M., Waurick, R., Schotes, D. et al. Adv in Health Sci Educ (2009) 14: 159. doi:10.1007/s10459-008-9098-2
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Abstract

Simulation-based teaching (SBT) is increasingly used in medical education. As an alternative to other teaching methods there is a lack of evidence concerning its efficacy. The aim of this study was to evaluate the potency of SBT in anesthesia in comparison to problem-based discussion (PBD) with students in a randomized controlled setting. Thirty-three fourth-year medical students attending a curricular anesthesiology course were randomly allocated to either a session of SBT or a session of PBD on an emergency induction method. Ten days later all students underwent examination in a simulator. The performance of each student was evaluated by weighted tasks, established according to a modified Delphi process. Confidence and a multiple-choice questionnaire were additionally performed pre- and post-intervention. A total of 32 students completed the study. Participants in the SBT group presented with significantly higher self-assessment scores after the intervention than students in the PBD group. However, students in the SBT group achieved only slightly and statistically insignificantly higher scores in the theoretical and simulator examination (p > 0.05) with only a moderate effect size of d = 0.52. The current study demonstrates that both PBD and SBT lead to comparable short-term outcomes in theoretical knowledge and clinical skills. However, undesirably, SBT students overrated their anticipated clinical abilities and knowledge improvement.

Keywords

Human patient simulation Problem-based discussion Randomized Delphi process Education Undergraduate medical students 

Copyright information

© Springer Science+Business Media B.V. 2008

Authors and Affiliations

  • Manuel Wenk
    • 1
  • René Waurick
    • 1
  • David Schotes
    • 1
  • Melanie Wenk
    • 2
  • Christina Gerdes
    • 1
  • Hugo K. Van Aken
    • 1
  • Daniel M. Pöpping
    • 1
  1. 1.Department of Anesthesiology and Intensive CareUniversity Hospital MuensterMuensterGermany
  2. 2.Department of PsychiatryUniversity Hospital MuensterMuensterGermany

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