Justyna Kocór - CIMEK

1. THE ROLE OF SIMULATION-
BASED TRAINING IN
MEDICAL EDUCATION
AUTHORS: JUSTYNA KOCÓR, MARIA KRÓWKA, JUSTYNA LEWANDOWSKA, SYLWIA KOCÓR,
KLAUDIA TOKARZ
TUTOR: DR N. MED.ROBERT PARTYKA
DEPARTMENT OF ANESTHESIOLOGY, INTENSIVE TREATMENT AND EMERGENCY MEDICINE
MEDICAL UNIVERSITY OF SILESIA IN KATOWICE
TUTOR: DR N. O Z. PAWEŁ WIĘCH
DEPARTMENT OF EMERGENCY MEDICINE
RZESZÓW UNIVERSITY

2. WHAT IS SIMULATION-BASED TRAINING?

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=48) and fifth(n=74) year medicine
students at Medical University of Silesia in
Katowice(75 women and 47 men)
THE STUDY GROUP:

7. MATERIALS AND METHODS:
• self-prepared questionnaire consisting 36 questions
• 122 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=96 (79%)
• SBL improved psychomotor skill n=72 (n=59%)
• SBL helped me to apply what I learnt n= 81 (66%)
• SBL made the subject more interesting n= 89 (73%)
• SBL developed clinical decision making n= 98 (86%)
• I found it difficult to treat the mannequin as a real patient n= 31 (25%)
• I was to stress to apply what I learnt n= 16 (13%)
• SBL should be included in the courses frequently and I would like more training
with simulators n= 116 (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=0,67

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=0,53

12. THE LEVEL OF STRESS DURING DOCTOR’S ROLE-
PLAYING IN THE FIRST AND FURTHER SIMULATIONS
•
• p<0.001
Median
25%-75%
Min-Maks
Level of stress
Level of stress 2
1
2
3
4
5

13. THE MOST STRESSFUL
4%
12.50%
13.70%
24.20%
38.40%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
colleagues
relatives in panic
recording cameras
monitor alarm
decreasing oxygen saturation

14. THE MOST IMPORTANT PART OF SIMULATION:
10 10
41
61
0
10
20
30
40
50
60
70
conducted into simulation clinical
environment
explanation of the scenario debriefing active participation

15. THE MOST EXPERIENCING POSITION
69%
26%
4% 1%
When I play the role of:
Doctor Observer Nurse Parent

16. AFTER MAKING A MISTAKE:
49
39
19
9
6
0
10
20
30
40
50
60
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:
67%
27%
6%
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

19. Mother's role playing…?

21. THANK YOU FOR ATTENTION