Introduction. Physiology educators formerly used animal-based laboratory exercises to reinforce basic physiological concepts. Medical simulation is now used to provide a link between basic science education and clinical bedside teaching. . Introduction. Patient simulation brings learning concepts
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1. Enhancing a SimMan Experience through Team-Based Learning J. Pasley, M. Petty, M. Jennings, M. Soulsby,
J. Firnhaber, M. Palacios, J.White
UAMS, Little Rock, AR, USA
2. Introduction Physiology educators formerly used animal-based laboratory exercises to reinforce basic physiological concepts.
Medical simulation is now used to provide a link between basic science education and clinical bedside teaching.
3. Introduction Patient simulation brings learning concepts to life in a clinical setting.
4. Overview Implementation of Simulation in Physiology
5. The Process
6. Spring 2000-2002 Standard use of ECG and Spirometer
Myocardial blood flow
Restrictive lung disease
Obstructive lung disease
Mediocre Examination Performance by Students in both areas of Physiology
7. Spring 2003-2005 Modified courses to include SimMan
computer-driven patient simulator
Groups of 10 students
20 minute experience
Students not well prepared prior to simulator
Hands-on activity by 3-5 students
Interested students, but still passive
8. Spring 2005 Added TBL to encourage preparation
First implementation in medical curriculum at UAMS
Group size = 10
IRAT given as members arrive for Simulator in waiting area
GRAT given just outside of Simulator
Lively questioning by most students
Faculty learned how lecture/questions needed clarification
Next classroom session
In conjunction with review session for test
9. Results Scores on the cardiovascular and respiratory exams with SimMan experience increased significantly compared to non SimMan experience.
13. Modified TBL 2007 Day before SimMan Experience
IRAT- based on lecture concepts
GRAT-group quiz and discussion over same questions as IRAT
Application quiz administered during classroom review of SimMan exercise
14. More experience with TBL needed to demonstrate improvement by TBL use
Critical to get all concerned faculty involved
Need to Examine impact of TBL on Learning Physiologic concepts using SimMan
Collect more data to determine whether TBL has an impact on learning.
15. SIM-Man/TBL 2007 Three mannequins allowed smaller group size (6) and more time enhanced SIM-Man experience
Problems in test administration nullified our ability to measure impact of TBL
16. Conclusions Simulator encounters reinforce Basic Science Concepts presented in Physiology Lectures
Simulator experience Significantly Impacted Learning
TBL Enhanced student Preparation for the SIM-Man experience
17. Future Plans
19. Rationale To shift focus from learning key concepts to using concepts
To replace lecture format with a more “hands on” experience
To encourage students to come prepared
20. Rationale Demonstrate cardiovascular and pulmonary physiology concepts in a Medical Physiology course using simulation. Examine student performance on exam questions in cardiovascular and respiratory physiology before and after the simulation experience.