Perceptions of an Emergency Medicine Simulation Program by Undergraduate Medical Students with Different Clinical Experiences

10.6145/jme201416

Hsiang-Chin Hsu；Hsin-I Shih；Ming-Che Chuang；Chih-Hao Lin；Ming-Yuan Hong；Chih-Chan Lin；Ming-Yen Shih；Tsuen-Chiuan Tsai；Chyi-Her Lin；Chih-Hsien Chi

simulation ； emergency medicine ； undergraduate ； medical education

Journal of Medical Education

18卷4期（2014 / 12 / 01）

139 - 152

英文

Purpose: Simulation has been widely used as a tool for the education and evaluation of doctors, nurses, and medical students. Performance in simulation programs can reflect the knowledge and skill levels of trainees. The study aimed to compare perceptions of an emergency medicine simulation program by two independent groups, 5th and 6th grade medical students. Methods: All of the medical students were required to take part in an emergency medicine course once during their clerkships. We conducted anonymous surveys after the emergency medicine simulation course. The questionnaire consisted of 22 items and included students’ learning experiences, confidence, and self-assessments. Results: During four consecutive academic years, 125 5th grade students and 116 6th grade students participated in the simulation course. Most students appreciated mannequin-based simulation learning but considered their knowledge inadequate for the simulation task. Compared to 5th grade students, 6th grade students rated the following items higher: briefing prior to the scenario, scenarios simulate real patient encounters, drugs and equipment similar to those in their clinical practice, all available sources of help used effectively, and enjoyment of mannequin-based simulation learning. Conclusions: All participants' attitudes toward the simulation course were positive. Undergraduate medical students with different clinical experiences may perceive simulation training of emergency medicine differently.

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