ArticleBMC medical education2021
Improving competence and safety in pain medicine: a practical clinical teaching strategy for students combining simulation and bedside teaching.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Article
- [Use of Video Online Seminars During Clinical Phase of Medical Study from the Perspective of Teachers and Students].Gesundheitswesen (Bundesverband der Arzte des Offentlichen Gesundheitsdienstes (Germany)) · 2023Article
- [The cross-sectional field "pain medicine" in medical studies at the University of Leipzig-What has been achieved? : An analysis of self-estimation of students before, during and 5 years after establishment of the cross-sectional field].Schmerz (Berlin, Germany) · 2022Article
- [Testing of practical surgical teaching at a distance-Experiences with a hybrid OSCE in surgery].Chirurgie (Heidelberg, Germany) · 2022Article
- [German national survey of lecturers in ophthalmology on student teaching in the 2020/21 corona pandemic].Die Ophthalmologie · 2022Article
- The Pain Medicine Curriculum Framework-structured integration of pain medicine education into the medical curriculum.Frontiers in pain research (Lausanne, Switzerland) · 2022Review
- Enhanced learning strategies of undergraduate medical students with a structured case presentation format.Journal of education and health promotion · 2021Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPain is a devastating sensation and has to be treated immediately. Therefore, we developed a training program to improve the knowledge of medical students in the field of pain medicine. In the present study, the applicability and efficacy of this training program was tested.
methodsHalf of the students attended first a training with simulated patients (SP) followed by bedside teaching (Group 1). Group 2 performed the training programs in reverse order. The evaluation based on standardized questionnaires completed by students (self-assessment) and all students took part in two practical examinations after the learning interventions.
resultsThis study included 35 students. The quality of the simulation was evaluated by the students with average grade 1.1 (1 = very good, 6 = very bad). The practical work on the ward with patients was rated with grade 1.4 of 6, the whole course with 1.1. Students of Group A were significantly better in the final examination (grade 1.7 vs. grade 2.2, p < 0.05). To rate the improvement of skills (self-assessment) we used a Likert Scale (1 = very certain, 5 = very uncertain). The following skills were similar in both groups and significantly better after the course: taking responsibility, expert knowledge, empathy, relationship building and communication.
conclusionsTraining with simulated patients in combination with small-group teaching at the bedside with real patients achieves a dramatic increase in student competence. Students prefer learning from the simulation before bedside teaching and propose to include simulation into the curricular teaching of pain medicine.
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