Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation
- Published
- Accepted
- Subject Areas
- Science and Medical Education
- Keywords
- Manikins, Simulation Training, Undergraduate Medical Education, Anatomy
- Copyright
- © 2017 Buckley 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
- 2017. Enhancing knowledge of head and neck anatomy in preclinical medical students using low fidelity simulation. PeerJ Preprints 5:e3427v1 https://doi.org/10.7287/peerj.preprints.3427v1
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
The authors welcome feedback concerning this research and suggestions for improving future research. The authors believe this paper lends support to ensuring an educational intervention matches the assessment when combining simulation with lecture to impact first year medical student learning.
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