Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation

, , , , , ,
1 Department of Clinical Medicine, Ross University School of Medicine, Portsmouth, Dominica
2 Clinical Simulation, Ross University School of Medicine, Far Rockaway, NY, USA
3 Learning Sciences, Adtalem Global Education, Downers Grove, IL, USA
4 Research and Development, Adtalem Global Education, Downers Grove, IL, USA
5 Department of Biomedical Sciences, William Beaumont School of Medicine, Rochester, MI, USA
6 Department of Clinical Sciences, Geisinger Commonwealth School of Medicine, Scranton, PA, USA
7 Clinical Simulation, Ross University School of Medicine, Miramar, FL, USA
DOI
10.7287/peerj.preprints.3427v2
Published
Accepted
Subject Areas
Science and Medical Education
Keywords
Manikins, Simulation Training, Undergraduate Medical Education, Anatomy
Copyright
© 2017 St. Hilaire et al.
Licence
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.
Cite this article
St. Hilaire RC, Buckley L, Gilbert GE, Leighton K, Barremkala M, Callender D, Pederson D. 2017. Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation. PeerJ Preprints 5:e3427v2

Abstract

Background: Simulation-based medical education is more prevalent in undergraduate preclinical medical education and acts as a foundation for clinical learning in years three and four. Currently, there is a call to teach clinical application of basic science material in preclinical years one and two.

Methods: Two groups of students participated in this investigation; a historical control of 270 students from the 2010 matriculating class and students receiving the intervention (anatomy lecture plus airway management simulation) from the 2012 matriculating class (n=337). Descriptive statistics were calculated for demographic and academic performance variables. Unadjusted and adjusted odds of passage of mid-term and final assessment were calculated. The final assessment was defined as one correct, two correct, and all three questions correct.

Results: Adjusted odds of passage of mid-term exam for the control group were 3.9 (95% CI: 2.7-5.9), virtually unchanged from the unadjusted odds of passage. Control group results for final exam passage as defined as one correct increased from .7 to .9 when adjusted for variables (95% CI:.3-2.5). Odds of passage of final assessment, for the control group, for adjusted models for two or greater correct increased from 4.1 to 5.6 (95% CI:2.6-13.7) and from 34.1 to 44.0 (95% CI: 21.7-102.5) when three answers (or 100%) are needed for passage.

Conclusions: When passage criteria for the final exam were defined as one correct, addition of a simulation exercise to the anatomy lecture increased the rate of passage by 11% after adjusting for covariates. However, when passage criteria for the final exam was defined as two or three correct, addition of a simulation exercise to the anatomy lecture decreased the rate of passage.

Author Comment

Updates to this version include updated edits to the author information.

Supplemental Information

Raw data

Banner ID-de-identified research number

Traditional group- research control group

Mini_score- examination score

Final_score- examination score

Asian_Pi- Asian

Native_hi_pi- Native Hawaiian-Pacific Islander

UGPA-Undergraduate grade point average

MCAT BS-Biological Science

MCAT PS-Physical Science

MCAT VB-Verbal Reasoning

MCAT WR-Writing Sample

Prep_Program-Medical Education Preparation Program

DOI: 10.7287/peerj.preprints.3427v2/supp-1