Evaluation of Peer Simulations Utilizing Student-Generated Case Studies with Pre-clinical Veterinary Students

Area of Science:

• Veterinary Education
• Medical Simulation
• Clinical Reasoning

Background:

• The COVID-19 pandemic necessitated virtual learning solutions for clinical veterinary students.
• Traditional hands-on clinical experience remains crucial but can be supplemented by innovative teaching methods.
• Peer simulation using reverse case studies offers a potential avenue for virtual clinical preparation.

Purpose of the Study:

• To assess the impact of a student-driven, reverse case study simulation on pre-clinical veterinary students' comfort with clinical reasoning, communication, and peer role-play.
• To evaluate clinical reasoning ability using the Modified Lasater Clinical Judgment Rubric (MCJR).

Main Methods:

• Eighteen pre-clinical veterinary students participated in a 1-week virtual course.
• Students designed and presented clinical cases, engaging in role-play as clients, clinicians, and observers.
• Pre- and post-surveys and the MCJR were used for assessment.

Main Results:

• Significant improvements were observed in students' comfort with clinical reasoning (p < .001) and peer role-play (p = .003).
• The clinician role was most beneficial for developing clinical reasoning and communication skills, followed by client and observer roles.
• Discrepancies noted between facilitator and student/peer assessments via MCJR (p < .001).

Conclusions:

• Student-driven peer simulations using reverse case studies effectively enhance clinical reasoning and role-play skills in veterinary students.
• This virtual teaching model provides a valuable alternative to client simulators, particularly for pre-clinical training.
• Student engagement in self-reflection, peer learning, and case ownership are key benefits of this educational approach.