Emergency medicine undergraduate simulation training during the COVID-19 pandemic: A course evaluation. Issue 10 (October 2022)

• Record Type: Journal Article
• Authors: Zargaran, Alexander; Houlden, Riki; O'Neill, Parker; Schaffer, Sierra; Chang, Vince; Kafai Golahmadi, Aida; Hirniak, Johnathan; Turki, Mohammed; Zargaran, David
• Is Part Of: Injury. Volume 53:Issue 10(2022)
• Page Start: 3191
• Page End: 3194
• Publication Date: 2022-10
• Subjects: Simulation -- Education -- Emergency medicine -- Trauma; Wounds and injuries -- Surgery -- Periodicals; Accidents -- Periodicals; Wounds and Injuries -- surgery -- Periodicals; Lésions et blessures -- Chirurgie -- Périodiques; Electronic journals; Electronic journals; 617.1
• DOI: 10.1016/j.injury.2022.07.003
• Languages: English
• ISSNs: 0020-1383

Abstract

Highlights: The simulations produced improvement in knowledge in a range of trauma scenarios. The session also produced an improvement in confidence to perform related skills. Improvements in knowledge and confidence were demonstrated six weeks post-simulation. Abstract: Objective: Reduction in patient-facing teaching encounters has limited practical exposure to Emergency Medicine for medical students. Simulation has traditionally provided an alternative to patient-facing learning, with increasing integration in courses. Rapid advancements in technology facilitate simulation of realistic complex simulations encountered in the emergency setting. This study evaluated the efficacy of high-fidelity simulation in undergraduate emergency trauma medicine teaching. Methods: A consultant trauma expert delivered an introductory lecture, followed by consultant-led small group transoesophageal echocardiogram (TOE) and chest drain simulations, and a splinting station. Participants then responded to a major trauma incident with simulated patients and high-fidelity mannequins. Pre- and post-surveys were administered to assess change in delegates' trauma surgery knowledge and confidence. Design: One-group pretest-posttest research design. Setting: A higher education institution in the United Kingdom. Participants: A convenience sample of 50 pre-clinical and clinical medical students. Results: Recall of the boundaries of the safe triangle for chest drain insertion improved by 46% ( p < 0.01), and knowledge of cardinal signs of a tension pneumothorax improved by 26% ( p = 0.02). There was a 22% increase in knowledge of what transoesophageal echocardiograms (TOEs) measure ( p = 0.03), and 38% increased knowledge of contraindications for splinting a leg ( p < 0.01). The average improvement in knowledge across all procedures when compared to baseline was 35.8% immediately post-simulation and 22.4% at six-weeks post-simulation. Confidence working in an emergency setting increased by 24% ( p < 0.001) immediately, and by 27.2% ( p < 0.001) at six weeks. Conclusions: The findings suggest that simulation training within emergency medicine can result in significant increases in both competency and confidence. Benefits were observed over a six-week period. In the context of reduced patient-facing teaching opportunities, emergency medicine simulation training may represent an invaluable mechanism for delivery of teaching.