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Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills.

Trent Reed1, Matthew Pirotte, Mary McHugh

  • 1From the Department of Emergency Medicine and Medical Education (T.R.), Stritch School of Medicine, Loyola University Chicago; Department of Emergency Medicine (M.P.), Feinberg School of Medicine, Northwestern University; Department of Emergency Medicine (M.M., L.O., S.L.), Stritch School of Medicine, Loyola University Chicago; Department of Informatics (A.E.H.), Center for Simulation Education (D.Q.), and Office of Clinical Research (W.A.), Health Sciences Division, Loyola University Chicago; Department of Neurology and Medical Education (G.G.), Stritch School of Medicine, Loyola University Chicago; and Department of Medical Education (W.C.M.), Feinberg School of Medicine, Northwestern University, Chicago, IL.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|April 20, 2016
PubMed
Summary

Simulation-based mastery learning effectively teaches and retains core emergency medicine skills in senior medical students. This approach ensures high performance and long-term retention of critical clinical competencies.

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Area of Science:

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

Background:

  • Simulation-based mastery learning (SBML) enhances procedural skills in medical trainees.
  • This study assessed SBML for 6 core clinical skills in senior medical students.

Purpose of the Study:

  • To evaluate the effectiveness of SBML in teaching and retaining essential emergency medicine clinical skills.
  • To determine if SBML improves senior medical student performance and long-term retention of procedural skills.

Main Methods:

  • A curriculum was developed with 6 core clinical skills, including checklists and minimum passing standards (MPS).
  • 135 students underwent pretesting, asynchronous online learning, and hands-on simulation training with feedback, posttested until MPS was met.
  • Skill retention was assessed via unannounced retesting 1-9 months postintervention.

Main Results:

  • All students passed computer-based quizzes.
  • Significant improvement (P < 0.001) in MPS achievement from pretest to posttest for all 6 skills.
  • 98% of students maintained skills at or above MPS at 1-9 month follow-up, with no significant score decrease.

Conclusions:

  • SBML, incorporating asynchronous learning, is effective for senior medical students to acquire and retain emergency medicine skills.
  • This SBML model is adaptable for training other residency-essential skills.