Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year

Michele Levinson, Diane Kelly, Krisoula Zahariou, Matthew Johnson, Christine Jackman, Sara Mackenzie

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

Abstract

Background: Contemporary education for medical students should be student-centred, integrated and contextualised. Small group learning promotes clinical reasoning and skills for lifelong learning. Simulation can provide experiential learning in a safe and controlled environment. We developed a weekly integrated problem-based learning and simulation programme (IPS) over two semesters in the first clinical year to augment clinical placement experience and contextualise theory into work-relevant practice. Aim: To evaluate the new programme at Kirkpatrick level 1. Methods: An anonymous survey of participating students. Results: The programme was well liked. Students found the programme relevant and that they had a better understanding of patient safety and the assessment of the deteriorating patient. They felt it contributed to integration of theory and practice, clinical reasoning and the acquisition of non-technical skills, particularly affective and communication elements. Conclusion: This IPS programme in the first clinical year can deliver a student-centred curriculum to complement clinical placement that delivers the important requirements of contemporary medical student education.

Original languageEnglish
Pages (from-to)211-216
Number of pages6
JournalInternal Medicine Journal
Volume47
Issue number2
DOIs
Publication statusPublished - 1 Feb 2017

Keywords

  • medical education
  • problem-based learning
  • simulation

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