["Jump in at the deep end" : simulator-based learning in acute care]

Area of Science:

• Medical Education
• Simulation-Based Learning
• Acute Medicine Training

Context:

• Blended learning environments utilize high-fidelity simulators for acute medicine training.
• The optimal sequence of theoretical knowledge acquisition and simulator-based practical skills training remains unclear.
• Understanding the impact of learning sequence on knowledge, self-concept, and emotions is crucial.

Purpose:

• To investigate the influence of learning material order (theory-then-simulation vs. simulation-then-theory) on knowledge acquisition and practical skills in acute medicine.
• To correlate individual personality attributes with situated knowledge construction under different learning conditions.
• To assess the impact of learning sequence on trainees' emotions and professional self-concept.

Summary:

• A pilot study involving 20 students randomly assigned to two learning conditions (theory-then-simulation or simulation-then-theory) for acute medicine scenarios.
• Theoretical knowledge and practical skills were assessed, alongside personality traits, emotions, self-efficacy, and stress coping strategies.
• Results indicated a trend favoring theory-then-simulation for improved trainee performance and reduced negative emotions, positively impacting professional self-concept.

Impact:

• Findings suggest that a theory-first approach in simulation-based training may enhance learning outcomes in acute medicine.
• The study highlights the importance of considering affective and personality factors alongside cognitive and practical skills in medical education.
• This research provides evidence for optimizing curriculum design in simulation-based medical training to improve trainee experience and performance.