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
N1 - Funding Information:
This work was supported by JSPS KAKENHI Grant Number 18 K10002. We used the grant for the proofreading of this paper in English.
Publisher Copyright:
© 2019 The Author(s).
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
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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 -