Implementation of simulation-based learning in a physician assistant curriculum

Area of Science:

• Medical Education
• Simulation-Based Learning
• Physician Assistant Studies

Background:

• Didactic education is foundational for physical diagnosis training.
• Integrating practical, hands-on experience is crucial for developing clinical competency.
• High-fidelity simulation offers a realistic environment for skill acquisition.

Purpose of the Study:

• To implement and evaluate high-fidelity simulation in physical diagnosis courses for physician assistant students.
• To assess the impact of simulation on students' confidence and skill acquisition.
• To gauge student perceptions of simulation realism, comprehensiveness, and utility.

Main Methods:

• Developed six diverse clinical scenarios for simulation labs.
• Thirty-nine first-year physician assistant students participated in simulation training.
• Administered pre- and post-course surveys on confidence, skills, and career interests; post-scenario surveys assessed training quality.

Main Results:

• Significant increases in student confidence across all assessed skills were observed.
• Students reported high agreement that simulation was realistic, comprehensive, and useful.
• A notable decrease in interest in acute care practice was identified post-simulation.

Conclusions:

• High-fidelity simulation effectively enhances physician assistant students' diagnostic skills and confidence.
• Simulation training is perceived as a valuable and realistic component of physical diagnosis education.
• Further investigation is needed to understand the observed decrease in acute care interest.