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- Title
High-fidelity simulation versus case-based discussion for training undergraduate medical students in pediatric emergencies: a quasi-experimental study.
- Authors
Veiga Moliterno, Nathalia; Barreto Paravidino, Vitor; Rodrigues Robaina, Jaqueline; Lima-Setta, Fernanda; Ledo Alves da Cunha, Antônio José; Prata-Barbosa, Arnaldo; Clara de Magalhães-Barbosa, Maria
- Abstract
Objective: To evaluate the effect of high-fidelity simulation of pediatric emergencies compared to case-based discussion on the development of self-confidence, theoretical knowledge, clinical reasoning, communication, attitude, and leadership in undergraduate medical students. Methods: 33 medical students were allocated to two teaching methods: high-fidelity simulation (HFS, n = 18) or case-based discussion (CBD, n = 15). Self-confidence and knowledge tests were applied before and after the interventions and the effect of HFS on both outcomes was estimated with mixed-effect models. An Objective Structured Clinical Examination activity was conducted after the interventions, while two independent raters used specific simulation checklists to assess clinical reasoning, communication, attitude, and leadership. The effect of HFS on these outcomes was estimated with linear and logistic regressions. The effect size was estimated with the Hedge's g. Results: Both groups had an increase in self-confidence (HFS 59.1 £ 93.6, p < 0.001; CDB 50.5 £ 88.2, p < 0.001) and knowledge scores over time (HFS 45.1 £ 63.2, p = 0.001; CDB 43.5 £ 56.7, p-value < 0.01), but no difference was observed between groups (group*time effect in the mixed effect models adjusted for the student ranking) for both tests (p = 0.6565 and p = 0.3331, respectively). The simulation checklist scores of the HFS group were higher than those of the CBD group, with large effect sizes in all domains (Hedges g 1.15 to 2.20). Conclusion: HFS performed better than CBD in developing clinical reasoning, communication, attitude, and leadership in undergraduate medical students in pediatric emergency care, but no significant difference was observed in self-confidence and theoretical knowledge.
- Subjects
MEDICAL students; PEDIATRIC emergencies; UNDERGRADUATES; MEDICAL logic; TEACHING methods
- Publication
Jornal de Pediatria, 2024, Vol 100, Issue 4, p422
- ISSN
0021-7557
- Publication type
Article
- DOI
10.1016/j.jped.2024.03.007