It is well documented that medical students struggle to bridge the theory-practice gap. Competently integrating classroom-taught skills into the clinical setting is a challenge.
A survey of final year medical students identified a lack of confidence in managing common clinical emergencies that are experienced in the Intern role. The researchers devised a new sub-module to include high-fidelity simulation in the undergraduate medical curriculum. This development was underpinned by an educational curriculum model. Students attended small group teaching using high-fidelity simulation training (Sim-Man 3G ™) and practiced managing common emergencies. Training sessions were facilitated by clinical tutors and anaesthetic lecturers. Cases were supplied by clinical staff. An evidence-based format was utilised as an integrative teaching method.
A simulation-based sub-module based on Finks Taxonomy was planned, introduced and evaluated. Utilisation of a high-fidelity simulation-based approach to teaching had a marked effect on student’s confidence in their ability to manage clinical emergencies. Students reported very positive attitudes to this new method of teaching, specifically related to the integration of previously acquired knowledge and skills. A hands-on practical approach in a safe learning environment was valued by students.
The module descriptor devised can be used as a template for further curricular reform. Simulation-based teaching is feasible in the undergraduate setting and may ease the transition to postgraduate teaching modalities.
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The authors acknowledge the clinical skills tutors, anaesthetic lecturers and administrators who assisted in the planning, delivery and assessment of the simulation training sessions. The authors appreciate the participation of all medical students in the pre- and post-surveys, the simulation sessions and their comprehensive evaluations.
The upgrading of the simulation room was funded by The University of Dublin, Trinity College School of Medicine.
Conflict of interest
The authors declare that they have no competing interests.
All procedures performed in this study were in accordance with the ethical standards of the Medical Schools Research Ethics Committee and with the 1964 Helsinki Declaration and its later amendments.
Written informed consent was obtained from all individual students involved in this study by an independent gatekeeper. All pre- and post-surveys and free-text evaluation comments were completed anonymously.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Morris, M.C., Conroy, P. Development of a simulation-based sub-module in undergraduate medical education. Ir J Med Sci 189, 389–394 (2020). https://doi.org/10.1007/s11845-019-02050-3