Background: The undergraduate medical student, in his I year of studies, is required to know about Applied Physiology. The teaching of Applied Physiology concepts that occur in real life situations in a classroom is understandably difficult. Simulation-based teaching in medical education is an active learning format which imparts enduring knowledge. Medical simulation is an imitation of human physiological processes and changes observed in disease using a computerized model system called a human patient simulator (HPS), and the medical student acquires knowledge by practicing on them through role play, when they are given a clinical scenario.
Aims and Objectives: To analyze if simulation-based teaching has an impact on the knowledge and skills of undergraduate medical students in Applied Physiology of the cardiovascular system.
Materials and Methods: 150 undergraduate students of I year MBBS, of both sexes were included in this experimental study. Each student had a hands-on experience on the HPS and underwent simulation-based teaching with clinical case scenarios to facilitate better understanding of Applied Physiology of the cardiovascular system. A self-administered, pretested questionnaire was given as pre- and post-test questionnaire. The data were analyzed using SPSS version 22.0 and paired t-test.
Results: Our results showed that simulation-based teaching has a significant impact on the knowledge and skills of undergraduate medical students in Applied Physiology of the cardiovascular system and both male and female students have been shown to have received the same level of impact.
Conclusion: This study has highlighted that simulation-based teaching is an innovative method to impact the knowledge and skills of undergraduate medical students in Applied Physiology of the cardiovascular system.
Key words: Cardiovascular System; Human Patient Simulator; Physiology; Simulation; Undergraduate Medical Education
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