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Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

Lindsay B Curtin1, Laura A Finn, Quinn A Czosnowski

  • 1Philadelphia College of Pharmacy, University of the Sciences, PA 19104, USA. l.curtin@usciences.edu

American Journal of Pharmaceutical Education
|September 21, 2011
PubMed
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Computer-based simulation before mannequin-based simulation significantly improved student learning outcomes and patient survival rates. This blended approach enhanced critical thinking skills and confidence in simulated medical scenarios.

Area of Science:

  • Medical Education
  • Simulation-based Learning

Background:

  • Mannequin-based simulation is a valuable tool in medical education.
  • Integrating computer-based simulation may further enhance learning outcomes.

Purpose of the Study:

  • To evaluate the impact of computer-based simulation on student learning outcomes within a mannequin-based simulation context.
  • To compare the effectiveness of different simulation sequence orders.

Main Methods:

  • Rapid response teams of 5-6 students were formed and randomly assigned to simulation sequences.
  • Teams completed either computer-based simulation (CBS) followed by mannequin-based simulation (MBS) or vice versa.
  • Student performance was assessed using a rubric for MBS and software-generated feedback for CBS.
Keywords:
active learningadvanced cardiac life supportinstructional designresuscitationsimulation

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Main Results:

  • Teams completing CBS before MBS achieved significantly higher patient survival rates (41.2% vs. 5.6%).
  • Over 90% of students recommended continuing simulation exercises.
  • Students preferred completing computer-based simulation prior to mannequin-based simulation.

Conclusions:

  • Utilizing computer-based simulation before mannequin-based simulation enhances the achievement of learning goals.
  • This sequential approach may boost student confidence in high-fidelity simulation environments.