Simulation based learning methodology in pharmacology: knowledge and perception among second year medical under-graduate students
Keywords:Decision making, Human patient simulator, Pharmacology, Simulation-based learning, Skill development, Teamwork
Background: Simulation-based learning (SBL) enhances problem-solving, improves skills in health care professionals. Authors assessed its use in teaching and learning pharmacology among medical undergraduates exposed to METIman, human patient simulator.
Methods: Medical undergraduate students exposed to SBL for over a year (8 clinical pharmacology related scenarios) were asked to fill a validated questionnaire at the end of the academic year.
Results: Of 145 students who underwent SBL, the data of 84 were analysed. The overall satisfaction score with SBL was highly significant in 79 (94%) with a score of 26-35. Participants opined that it increases the depth of experience (91.6%), provides a no risk learning and immediate feedback opportunity (93.4%), a good opportunity to come across rare scenarios (86.2%), enhances decision making, communication, teamwork and skill development (92%); opportunity of repeated learning and enhanced patient safety at hospitals (89.28%), reduces the dependency on patients (72.8%), good opportunity for crisis training (88.0%) were other factors favouring the use of SBL. Preference for an increase in the number of classes allotted to simulation (27.4%) and reducing the duration of class (9.6%) were the major suggestions. It is an excellent method to teach and make it interesting to learn pharmacology (80.0%)
Total score varied between 23-35 with a mean±SD of 35±30.64. None had a score of 7-15.
Conclusions: SBL is an effective teaching and learning methodology with adequate participant satisfaction. It can be of immense utility as a learning tool with better outcome in learning, retention and recall.
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