Abstract
Background: Simulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents. Methods: This study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires. Results: In both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group. Conclusions: The combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
| Original language | English |
|---|---|
| Article number | 87 |
| Journal | BMC Medical Education |
| Volume | 19 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 20 2019 |
Fingerprint
Keywords
- Junior residents
- Lecture
- Peer-assisted learning
- Postgraduate education
- Simulation-based learning
ASJC Scopus subject areas
- Education
Cite this
Effects on postgraduate-year-I residents of simulation-based learning compared to traditional lecture-style education led by postgraduate-year-II residents : A pilot study. / Yamamoto, Akira; Obika, Mikako; Mandai, Yasuhiro; Murakami, Taku; Miyoshi, Tomoko; Ino, Hideo; Kataoka, Hitomi; Otsuka, Fumio.
In: BMC Medical Education, Vol. 19, No. 1, 87, 20.03.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects on postgraduate-year-I residents of simulation-based learning compared to traditional lecture-style education led by postgraduate-year-II residents
T2 - A pilot study
AU - Yamamoto, Akira
AU - Obika, Mikako
AU - Mandai, Yasuhiro
AU - Murakami, Taku
AU - Miyoshi, Tomoko
AU - Ino, Hideo
AU - Kataoka, Hitomi
AU - Otsuka, Fumio
PY - 2019/3/20
Y1 - 2019/3/20
N2 - Background: Simulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents. Methods: This study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires. Results: In both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group. Conclusions: The combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
AB - Background: Simulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents. Methods: This study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires. Results: In both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group. Conclusions: The combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
KW - Junior residents
KW - Lecture
KW - Peer-assisted learning
KW - Postgraduate education
KW - Simulation-based learning
UR - http://www.scopus.com/inward/record.url?scp=85063299103&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063299103&partnerID=8YFLogxK
U2 - 10.1186/s12909-019-1509-y
DO - 10.1186/s12909-019-1509-y
M3 - Article
C2 - 30894162
AN - SCOPUS:85063299103
VL - 19
JO - BMC Medical Education
JF - BMC Medical Education
SN - 1472-6920
IS - 1
M1 - 87
ER -