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Ward round simulation in final year medical students: Does it promote students learning?
Claudia Behrens1, Diana H J M Dolmans2, Jimmie Leppink2
1a Medical Education Unit , Universidad Católica del Norte , Coquimbo , Chile.
Medical Teacher
|November 10, 2017
Summary
Simulated ward rounds effectively train medical students, with cognitive load manageable for learning. Well-designed simulations, teamwork, and feedback enhance skill acquisition, while distractions hinder it.
Area of Science:
- Medical Education
- Clinical Skills Training
- Simulation-Based Learning
Background:
- Ward round skills are crucial for hospital doctors.
- Medical students often exhibit deficiencies in these essential skills.
- Simulation is a common method for training ward round skills.
Purpose of the Study:
- To investigate medical students' experiences with cognitive load during simulated ward rounds.
- To examine the relationship between cognitive load, performance, and learning.
- To identify factors that support or hinder learning in this simulated environment.
Main Methods:
- Fifty-six final-year medical students participated in a simulated ward round training.
- Student performance and cognitive load were quantitatively measured.
- Qualitative data were collected through interviews to explore learning factors.
Main Results:
- Performance scores indicated existing deficiencies in ward round skills.
- A weak correlation was found between students' cognitive load and performance.
- Key factors supporting learning included well-designed scenarios, prioritization, teamwork, and feedback; distractions impaired learning.
Conclusions:
- Simulated ward rounds are a viable teaching method for improving clinical skills in final-year medical students.
- The cognitive load experienced is generally not prohibitive to learning.
- Incorporating specific tasks into simulation design can optimize the learning process.
