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Implementing team-based sequential simulation for medical students in clinical clerkship: preliminary findings and
Hsin-Liang Liu1,2, Peih-Ying Lu3,4,5, Anna Shan-Chun Hsu3
1Department of Emergency Medicine, Kaohsiung Medical University Hospital/Kaohsiung Medical University, No. 100, Tzyou 1st Road, Kaohsiung City, 80756, Taiwan.
The modified Clinical Learning through Extended Immersion in Medical Simulation (mCLEIMS) program improved medical students' learning perception and Advanced Cardiac Life Support (ACLS) skills. This 2-day simulation course demonstrated feasibility and effectiveness for second-year clinical clerkship students.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Interprofessional Education
Background:
- Simulation is crucial for medical training, enhancing problem-solving skills through team-based learning.
- The week-long Clinical Learning through Extended Immersion in Medical Simulation (CLEIMS) program showed promise at Griffith University.
- This study assesses a condensed 2-day modified CLEIMS (mCLEIMS) for feasibility in international settings.
Purpose of the Study:
- To evaluate the feasibility of a 2-day modified CLEIMS (mCLEIMS) program for second-year clinical clerkship (SY-CC) students.
- To analyze preliminary results, learner perceptions, and learning efficiency via Advanced Cardiac Life Support (ACLS) certification.
- To determine the effectiveness of integrated team-based sequential simulation in medical education.
Main Methods:
- Prospective, non-randomized controlled observational study with 108 SY-CC students across three sessions.
- Participants completed a 2-day mCLEIMS program including various clinical simulations and high-fidelity ACLS training.
- Learner satisfaction, perceived competencies, and ACLS exam results were statistically analyzed; open-ended responses underwent thematic analysis.
Main Results:
- High global satisfaction (4.93/5) and response rate (99.1%) were reported.
- Significant gains in interprofessional education (87.0%), communication (84.1%), teamwork (84.1%), and professional skills (76.6%) were noted.
- mCLEIMS participants showed higher ACLS pass rates (96.8% vs. 84.7%, p=0.012) and better exam scores (83.1 vs. 76.8, p=0.007).
Conclusions:
- The mCLEIMS program is a practical teaching tool for SY-CC students.
- Integrated team-based sequential simulation enhances learning perception and ACLS skill retention.
- This condensed simulation model is effective in preparing students for clinical practice.