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DC Field | Value | Language |
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dc.contributor.author | Kodikara, K.G. | |
dc.contributor.author | Karunaratne, W.C.D. | |
dc.contributor.author | Chandratilake, M.N. | |
dc.date.accessioned | 2023-10-23T04:32:23Z | |
dc.date.available | 2023-10-23T04:32:23Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Education in Medicine Journal.2020;12(1):7–13 | en_US |
dc.identifier.issn | 2180-1932 | |
dc.identifier.uri | http://repository.kln.ac.lk/handle/123456789/26766 | |
dc.description | Indexed in Scopus | en_US |
dc.description.abstract | Medical students learn clinical skills related to the management of emergencies during their clerkships, mainly via peripheral participation and observation. Simulation-based training is identified as an adjunct to clinical practice enabling students to learn clinical skills in a safe environment. Nevertheless, simulation-based training is still underutilised in many countries in the developing world. The purpose of this study was to explore the value of simulation-based learning using an intermediate fidelity simulator to train medical undergraduates on the management of medical emergencies. A pilot group of 80 fourth year medical students attended four simulation-based clinical skills sessions. The students completed a self-administered evaluation, which included both open and close-ended questions postsimulation. Descriptive statistics were employed to analyse the responses to close-ended questions, and the responses to open-ended questions were analysed for recurring themes. All participating students responded to the evaluation. Students rated the simulation-based learning experience with high positivity. The self-competency of 74 (92.5%) students had increased following the sessions. The sessions have provided a “safe” learning environment to all students, and 70 (87.5%) felt it helped apply theory into practice. Thirty-three (41.2%) noted the simulation session as an important learning tool for practising clinical skills. Thirty-one (38.5%) wished to participate in more sessions, and 39 (48.7%) felt that simulation should be introduced to the curriculum from the first-year. Students have recognised intermediate fidelity simulators as a valuable learning tool to train on the management of clinical emergencies and should be integrated into undergraduate medical curricula. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Penerbit Universiti Sains Malaysia | en_US |
dc.subject | Simulation Training | en_US |
dc.subject | Students, Medical | en_US |
dc.subject | Education, Medical, Undergraduate | en_US |
dc.subject | Clinical Competence | en_US |
dc.subject | Emergency Medicine-education | |
dc.title | Intermediate fidelity simulation to educate emergency management skills | en_US |
dc.type | Article | en_US |
Appears in Collections: | Journal/Magazine Articles |
Files in This Item:
File | Description | Size | Format | |
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Intermediate_Fidelity_Simulation_to_Educate_Emerge.pdf | 101.76 kB | Adobe PDF | View/Open |
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