ArticleMedical science educator2020
Simulation-Based Medical Education in Undergraduate Curriculum: Will a Home-Developed Model Suffice?
Article in Medical science educator, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundA medical student needs to understand the integral theory of continence, clinically elicit urethral hypermobility and understand the surgical principles of repair. A skill development model was designed for the final year curriculum of medical students to explain the basic knowledge of integral theory of continence along with surgical repair of urinary incontinence.
aimThe primary objective of the study was to assess the efficacy of simulation-based teaching (SBT) using a home-developed model as compared to video-based teaching (VBT). The secondary objective was to elicit the feedback of students who underwent SBT.
methodsOne hundred fifty-nine medical students participated in the study. Simulation-based teaching (SBT) (
resultsIn the VBT group, the posttest values of lowest score, 25th percentile, 75th percentile, and maximum scores were 9, 10, 12, and 15, respectively. In the SBT group, the posttest values of lowest score, 25th percentile, 75th percentile and maximum scores were 11, 12, 14, and 15, respectively. The students were able to comprehend the anatomical landmarks and integral theory of urinary continence better in SBT group. The surgical technique demonstration and hands-on training done on the pelvic model improved their comprehension.
conclusionA home-developed model is an effective and economic tool in training medical students. This prototype model of education can be employed as a teaching tool in other surgical disciplines as well.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.