This study evaluated Polish medical students' attitudes towards simulation-based training. 204 fourth and fifth year medical students completed a survey on their satisfaction with and views on simulation-based learning. Results showed students found simulation-based learning a useful strategy that improved skills and helped apply knowledge, with 86% finding it developed clinical decision-making. Students reported being more stressed during initial simulations but less so in later ones. Most felt the debriefing component was most important and preferred playing the role of doctor during simulations. Students believed mistakes made during simulations would help them avoid similar errors in the future.

1. Polish medical students' attitudes
towards simulation based training as a
tool in medical education
AUTHORS: JUSTYNA KOCÓR, MARIA KRÓWKA, JUSTYNA LEWANDOWSKA, SYLWIA KOCÓR,
TOMASZ Z. ZUZAK, MONIKA HAŁGAS
TUTOR: DR N. MED.ROBERT PARTYKA
DEPARTMENT OF ANESTHESIOLOGY, INTENSIVE TREATMENT AND EMERGENCY MEDICINE
MEDICAL UNIVERSITY OF SILESIA IN KATOWICE
1STUDENTS’ SCIENTIFIC SOCIETY AT DIAGNOSTIC TECHNIQUES LABORATORY,
MEDICAL UNIVERSITY OF LUBLIN, POLAND

3.  method of teaching which allows students to
acquire skills, competencies and knowledge
through participation in situations
encountered in everyday life.
 artificial representation of a real-world
process which helps to develop complex
cognitive skills such as taking appropriate
decisions and assessment of situation.

4. The aim of this work is to evaluate the
current use, benefits, students
satisfaction and role of simulation-
based training in medical education.

6. Fourth(n=87) and fifth(n=117) year medicine
students at Medical University of Silesia in
Katowice(123 women and 81 men)
THE STUDY GROUP:

7. Materials and methods:
 self-prepared questionnaire consisting 36 questions
 204 fulfilled surveys
 October 2016 to May 2017
 The StatSoft STATISTICA 12.5 was used for all
analyses
 U Mann-Whitney and Wilcoxon signed-rank test

8. Results

9. Students satisfaction with simulation
based learning (sbl)
 Simulation based learning is a useful learning strategy n=116 (79%)
 SBL improved psychomotor skill n=120 (n=59%)
 SBL helped me to apply what I learnt n= 135 (66%)
 SBL made the subject more interesting n= 149 (73%)
 SBL developed clinical decision making n= 175 (86%)
 I found it difficult to treat the mannequin as a real patient n= 51 (25%)
 I was to stress to apply what I learnt n= 27 (13%)
 SBL should be included in the courses frequently and I would like more
training with simulators n= 196 (95%)

10. Satisfaction scores among genders
1 2
sex (1-men , 2-women)
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
5,5
Satisfaction
p=0,63

11. satisfaction scores beetwen fourth and fifth
year students
5 4
year of study
0,5
1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
5,5
Satisfaction
p=0,51

12. The level of stress during doctor’s role-
playing in the first and further simulations


p=0.00089 p<0.001
Median
25%-75%
Min-Maks
Level of stress
Level of stress 2
1
2
3
4
5

13. The most stressful
5.40%
15.20%
19.12%
22.53%
37.75%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00%
colleagues
relatives in panic
recording cameras
monitor alarm
decreasing oxygen saturation

14. The most important part of simulation:
17 17
68
102
0
20
40
60
80
100
120
conducted into simulation clinical
environment
explanation of the scenario debriefing active participation

15. The most experiencing position
68%
26%
5%1%
When I play the role of:
Doctor Observer Nurse Parent

16. After making a mistake:
82
65
31
15
11
0
10
20
30
40
50
60
70
80
90
I know I will not make
that mistake in the
future
I'm motivated to learn I was less sure It doesn't matter to me my self esteem was
lower

17. The challenges:
65%
28%
7%
Lack of cooperation Problems with drug dosage The absence of clearly defined specified roles

18. Conclusions:
 A new educational application in medicine
 improves communication and team work especially in emergency
situations
 Helps to develop student’s knowledge, skills, and attitudes
 protect patients from unnecessary risks
 complement of traditional teaching methods
 immediate feedback from decisions
 useful in future clinical practice

21. Thank you FOR ATTENTION