Evidence map›Paper›PMID 33172450›Full record

Observational studyBMC medical education2020

The effect of supplemental high Fidelity simulation training in medical students.

Lori Meyers, Bryan Mahoney, Troy Schaffernocker, David Way, Scott Winfield, Alberto Uribe, Ana Mavarez-Martinez, Marilly Palettas, Jonathan Lipps

Abstract readObservational Study
In one paragraph

Observational study in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.

0numbers the graph read from it
0cells of the map it votes in
11citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

11 citing papers in PubMed.

  1. Trial
  2. Article
  3. Review
  4. Article
  5. Article
  6. Article
  7. Article
  8. Article
  9. Article
  10. Observational
  11. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Lori MeyersDepartment of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA. Lori.Meyers@osumc.edu.ORCID http://orcid.org/0000-0003-1494-6887
Bryan MahoneyDepartment of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA.
Troy SchaffernockerDepartment of Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USA.
David WayDepartment of Emergency Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, USA.
Scott WinfieldThe Ohio State University, College of Medicine: Clinical Skills Education and Assessment Center, EDU-Medicine Education, Columbus, OH, USA.
Alberto UribeDepartment of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA.
Ana Mavarez-MartinezDepartment of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA.
Marilly PalettasDepartment of Biomedical Informatics, Center for Biostatistics, The Ohio State University, Columbus, OH, USA.
Jonathan LippsDepartment of Anesthesiology, The Ohio State University Wexner Medical Center, Columbus, OH, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundSimulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology.

methodsThis observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students' test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS.

resultsFrom a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p < 0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p < 0.001).

conclusionsImplementation of supplemental SBE could be an adequate technique to improve learning enhancement and overall satisfaction in preclinical medical students.

Indexed as

High Fidelity Simulation TrainingSimulation TrainingStudents, MedicalClinical CompetenceCurriculumHumansLearningFirst-year medical studentsHigh-fidelity simulationLecture-based educationPulmonary physiologySimulation-based education

Identifiers

PMID33172450
PMCPMC7653704

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.