Assessing competency using simulation: the SimZones approach

A protocol to evaluate the effectiveness of competency-based simulation training modules on the educational outcomes among MBBS students - A mixed method study

BACKGROUND

The growing recognition of the importance of simulation-based training has been a present focus of medical education curriculum planners. This study aims to design, develop, implement, and evaluate the educational outcomes of training modules for a list of essential skills that MBBS students in a tertiary care teaching hospital in South India need to learn as part of their competency-based MBBS curriculum.

MATERIALS AND METHODS

This sequential transformative mixed method study will be implemented in three phases: i) identification of essential skills for simulation-based training following the modified Delphi method, ii) development of skill training modules using ADDIE model of instructional design, implementation of the modules and collection of data on the educational outcomes and iii) a qualitative study involving in-depth interview and focus group discussion on understanding the potential for incorporating the modules into the present MBBS curriculum. Data on educational outcomes relevant to the study objectives will be collected using appropriate tools and analyzed using descriptive statistics and qualitative analytic methods.

RESULTS

Phase one will tabulate the list of five essential skills and phase two educational outcomes will contain descriptive statistics on knowledge and skill acquisition, perception of simulation-based teaching and learning, and higher-order thinking skills. Phase three qualitative analysis will highlight the enabling and barrier aspects for incorporating this approach of simulation-based skill training within the current MBBS curriculum.

CONCLUSIONS

The study outcomes will provide curriculum planners and educators insights into designing and implementing simulation-based skill training for undergraduate medical students. It will also help policymakers develop policies in medical education technologies to provide quality medical education and fulfill the objective of quality healthcare for all.

Impact of Non-Face-to-Face Teaching with Passive Training on Personal Protective Equipment Use in Health Science Students: A Randomized Controlled Trial

BACKGROUND

In the COVID-19 era, there was a call for the transformation of higher education. Universities had to combine non-face-to-face teaching with traditional procedures. This study analyzed the effectiveness and perceived satisfaction in a cohort of health sciences students of non-face-to-face teaching with passive training versus face-to-face teaching with active training in the proper donning and doffing of personal protective equipment (PPE) in a clinical simulation scenario.

METHODS

A total of 142 participants were randomized into two groups: (a) non-face-to-face teaching with passive training; (b) face-to-face teaching with active training. The proper protocol for donning and doffing PPE was assessed. Students evaluated their skills before and after training and satisfaction with training received.

RESULTS

Significant differences were observed for the statements "I felt more confident in donning after receiving this training" (p = 0.029) and "I felt more confident in doffing after receiving this training" (p = 0.042) in the face-to-face teaching with active training group compared to the non-face-to-face teaching with passive training group, whose number of tasks violated was significantly higher (p = 0.020). Satisfaction was significantly higher in the face-to-face and active training group (p = 0.004).

CONCLUSIONS

Face-to-face teaching with active training improves effectiveness and satisfaction more than non-face-to-face teaching with passive training for acquiring skills in donning and doffing PPE properly.