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Using a formative simulated patient exercise for curriculum evaluation.

David J Solomon1, Heather S Laird-Fick, Carole W Keefe

  • 1Office of Medical Education Research and Development and the Department of Medicine, College of Human Medicine, Michigan State University, East Lansing, Michigan, USA. dsolomon@msu.edu

BMC Medical Education
|May 14, 2004
PubMed
Summary
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Participatory Decision-Making (PDM) training for medical students showed improved skills in simulated patient exercises. Skills retention was better when training occurred 12 weeks before assessment compared to 4 weeks.

Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Health Professions Education

Background:

  • Assessing the long-term impact of medical student training on behavioral changes is challenging.
  • Evaluating the effectiveness of specific educational modules in medical training requires robust methodologies.

Purpose of the Study:

  • To determine if a Participatory Decision-Making (PDM) educational module improves medical students' performance in Simulated Patient Exercises (SPEs).
  • To investigate the influence of the time interval between PDM training and SPE assessment on skill retention.

Main Methods:

  • A quasi-experimental design was employed, approximating a randomized controlled trial.
  • Third-year medical students were assessed on PDM skills in an SPE.
  • Students were grouped based on the timing of their PDM training completion relative to the SPE (4 weeks prior, 12 weeks prior, or not yet completed).

Related Experiment Videos

Main Results:

  • Students trained 12 weeks prior to the SPE demonstrated significantly better performance than those trained 4 weeks prior.
  • Students trained 4 weeks prior performed better than untrained students, though this difference narrowly missed statistical significance (P < 0.05).

Conclusions:

  • The study successfully demonstrated a feasible methodology for rigorous curricular evaluation using natural experiments within clinical rotations.
  • Preliminary findings suggest that targeted educational interventions can lead to significant improvements in clinical skills exhibited by trainees in different settings.