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Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement
Clare Sullivan1, Claire Condron1, Claire Mulhall1
1RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Frontiers in Pediatrics
|March 21, 2022
Summary
This study enhanced pediatric communication skills for medical students through a novel course combining simulated patients, mannequins, and real-world interactions with children. The intervention improved students' confidence and preparedness for clinical pediatric rotations.
Area of Science:
- Medical Education
- Pediatric Communication
- Simulation-Based Learning
Background:
- Clinical placements often provide insufficient preparation for undergraduate medical students in pediatric communication.
- Integrating non-clinical interactions with healthy children can enhance pediatric learning.
- Effective communication is crucial for pediatric healthcare providers.
Purpose of the Study:
- To design and implement a novel educational intervention to improve pediatric communication skills in medical students.
- To assess the impact of experiential learning, including interactions with children and simulated scenarios, on student preparedness.
- To evaluate medical students' perspectives on their enhanced communication abilities and readiness for clinical pediatric rotations.
Main Methods:
- A mixed-methods approach was employed, including pre- and post-intervention questionnaires and focus group discussions with medical students.
- The intervention incorporated video-recorded consultations with simulated parents, team-based scenarios with a pediatric mannequin, and direct interactions with healthy children (preschool visits, primary school health workshops).
- Children's health literacy was assessed at the course's commencement.
Main Results:
- Statistically significant improvements were observed in students' ratings for managing confrontational family situations, psychosocial assessments with adolescents, and using evidence-based medicine (EBM) for patient motivation (p < 0.05).
- A significant decrease in student comfort levels was noted when using EBM for patient motivation.
- Four key themes emerged from focus groups: Shaping Student Learning, Supporting Student Learning, Developing New Skills, and Feeling More Prepared.
Conclusions:
- This novel educational intervention, combining simulated and real-world interactions with children, effectively supports the development of pediatric communication skills.
- The course enhanced medical students' perceived preparedness for clinical pediatric placements.
- Further research is needed to address specific areas, such as student comfort in applying evidence-based medicine in patient motivation.
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