Comparison of Simulation to Lecture-Based Learning at a PA Program
AAPA ePoster library. Irizarry C. 05/17/17; 180487; 60
Clara Irizarry
Clara Irizarry
Login now to access Regular content available to all registered users.
Abstract
Rate & Comment (0)
Introduction: There are more than 200 accredited PA programs across the United States, utilizing a variety of educational modalities. Simulation based training has been introduced by some programs to expose students to clinical scenarios and assess clinical skills. The main goal of simulation based education is to replicate patient encounters, thereby enhancing clinical experiences. There is data lacking as to its efficacy specifically for PA curriculums. Simulation based education is used to teach, reinforce, and assess clinical knowledge and skills that need to be mastered by future health care providers. Simulation has many benefits including practicing in a safe environment, repetition, and has been shown to improve student confidence. 'Simulation based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally oriented and efficient manner.' (Aggarwal & Darzi, 2006) Most students are often excited about simulation learning. '[..]students were receptive to simulation as an active-learning technique. The majority of students agreed or strongly agreed that they felt more confident..after completing simulation training.' (Bingham et al., 2015) Purpose: The purpose of this study is to explore the effectiveness of stimulation learning and to compare its outcomes to traditional lecture based learning. Methodology: This is a prospective study with a convenience sample of student volunteers enrolled as PA majors at Wagner College. All participants will take a pretest and then be randomly assigned into groups A and B. Group A will receive a lecture on pneumonia, while Group B will learn about pneumonia via simulated learning. Both groups of students will then take a post-test. To avoid bias in knowledge gained, and to enhance internal validation, groups will then switch and participate in the alternate learning modality. Group A will be taught about appendicitis via simulated learning, while Group B will receive a lecture about appendicitis. At the conclusion of the second activity, all participants will complete a second post-test on appendicitis. To maintain consistency in the process, the same investigators will provide the lectures and simulation. In addition, in order to evaluate retention, the post-tests will be repeated later in the semester. All participants will also complete post experience surveys to assess their satisfaction with both the simulation experience and l...
Introduction: There are more than 200 accredited PA programs across the United States, utilizing a variety of educational modalities. Simulation based training has been introduced by some programs to expose students to clinical scenarios and assess clinical skills. The main goal of simulation based education is to replicate patient encounters, thereby enhancing clinical experiences. There is data lacking as to its efficacy specifically for PA curriculums. Simulation based education is used to teach, reinforce, and assess clinical knowledge and skills that need to be mastered by future health care providers. Simulation has many benefits including practicing in a safe environment, repetition, and has been shown to improve student confidence. 'Simulation based medical education enables knowledge, skills and attitudes to be acquired for all healthcare professionals in a safe, educationally oriented and efficient manner.' (Aggarwal & Darzi, 2006) Most students are often excited about simulation learning. '[..]students were receptive to simulation as an active-learning technique. The majority of students agreed or strongly agreed that they felt more confident..after completing simulation training.' (Bingham et al., 2015) Purpose: The purpose of this study is to explore the effectiveness of stimulation learning and to compare its outcomes to traditional lecture based learning. Methodology: This is a prospective study with a convenience sample of student volunteers enrolled as PA majors at Wagner College. All participants will take a pretest and then be randomly assigned into groups A and B. Group A will receive a lecture on pneumonia, while Group B will learn about pneumonia via simulated learning. Both groups of students will then take a post-test. To avoid bias in knowledge gained, and to enhance internal validation, groups will then switch and participate in the alternate learning modality. Group A will be taught about appendicitis via simulated learning, while Group B will receive a lecture about appendicitis. At the conclusion of the second activity, all participants will complete a second post-test on appendicitis. To maintain consistency in the process, the same investigators will provide the lectures and simulation. In addition, in order to evaluate retention, the post-tests will be repeated later in the semester. All participants will also complete post experience surveys to assess their satisfaction with both the simulation experience and l...
    This eLearning portal is powered by:
    This eLearning portal is powered by MULTIEPORTAL
Anonymous User Privacy Preferences

Strictly Necessary Cookies (Always Active)

MULTILEARNING platforms and tools hereinafter referred as “MLG SOFTWARE” are provided to you as pure educational platforms/services requiring cookies to operate. In the case of the MLG SOFTWARE, cookies are essential for the Platform to function properly for the provision of education. If these cookies are disabled, a large subset of the functionality provided by the Platform will either be unavailable or cease to work as expected. The MLG SOFTWARE do not capture non-essential activities such as menu items and listings you click on or pages viewed.


Performance Cookies

Performance cookies are used to analyse how visitors use a website in order to provide a better user experience.


Save Settings