ArticleMedical education online2021
Assessment of blood pressure measurement skills in second-year medical students after ongoing simulation-based education and practice.
Article in Medical education online, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04976452 (Identifying Learning Strategies to Improve Blood Pressure Measurement in Physical Therapy Education Programs), which is not on this map. Cited by 2 papers.
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Identifying Learning Strategies to Improve Blood Pressure Measurement in Physical Therapy Education Programs
Who cites it
2 citing papers in PubMed.
- Curriculum Integration of an Interactive Blood Pressure Measurement Module to Improve Healthcare Students' Knowledge, Confidence, and Skills.Journal of clinical hypertension (Greenwich, Conn.) · 2026Article
- Understanding the Vestibular Apparatus: How 3D Models Can Improve Student Learning.Indian journal of otolaryngology and head and neck surgery : official publication of the Association of Otolaryngologists of India · 2025Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSimulation-Based Education (SBE) simulates specific physiological characteristics of a patient, allowing student practice in developing clinical skills and assessment of skill competency. Literature is limited regarding SBE's effectiveness in curriculum enrichment. This study investigated Blood Pressure (BP) measuring proficiency of second-year medical students with first-year SBE training and a second-year review, by comparing data from Simulation-Based assessments in 2017 and 2019.
methodsSecond-year medical students measured BP on three manikin arms, associated with distinct clinical contexts (healthy young male, young female experiencing hypotension, and older male suffering hypertension and diabetes). All manikins' BP settings were independent of clinical context. In January 2019, 108 second-year medical students who received traditional training, as well as SBE in 2017 and Simulation-Based practice in 2018, were divided into four groups (n = 32, 24, 24, and 28), with two groups each assessed on consecutive days. The proportions of correct BP values in each of three contexts were compared between experiments in 2017 and 2019. Additionally, systolic (SBP) and diastolic (DBP) blood pressure results were stratified into three groups: lower than setting value, correct, and higher than setting vgalue, with proportions for each group compared for the 2017 and 2019 studies using Fisher's Exact Tests.
resultsIn Case Two and Three, the proportion of correct BP values significantly increased from 2017 (Case Two: 51%; Case Three: 55%) to 2019 (Case Two: 73%; Case Three: 75%). Additionally, proportions of students who reported lower SBP values than setting values were significantly decreased in Case One and Two, with five failing all contexts.
conclusionsSecond-year student BP measurement skills were improved, not only due to repeated Simulation-Based practice but advancing basic science knowledge and mastery experience in ongoing curriculum. Simulation-Based assessment provided an effective tool for evaluating skill retention and proficiency in medical training.
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