Effect of simulated emergency skills training and assessments on the competence and confidence of medical students
AbstractBackground. At Medunsa, Pretoria, South Africa, the training of final-year medical students includes the management of simulations that incorporate, inter alia, the following emergency skills: cardiopulmonary resuscitation (CPR), defibrillation, airway suctioning, oropharyngeal airway placement, endotracheal intubation and bag-valve-mask ventilation. Other than CPR, all emergency training of the 2012 student group was by means of apprenticeship in clinical rotations. Therefore, there was no evidence of the studentsf competence or confidence with regard to their performance of emergency skills.
Objectives. To explore the effect of simulated skills training and assessments on medical studentsf competence and confidence when using the skills required to manage clinical emergencies.
Method. A one-group pretest post-test quasi-experimental design was used, with a convenience sample (n=82) comprising final-year medical students from 3 of the 6 annual Family Medicine rotations. The participantsf competence (knowledge and selected emergency skills as per curriculum) and confidence were assessed before training. The intervention comprised training in relevant theory, demonstrations and supervised hands-on practice. The post-training assessments were a repeat of the pretraining assessments.
Results. The improvement in participantsf confidence and competence levels when performing all the emergency skills on completion of the demonstrations and hands-on practice was highly significant (p.0.001). Participants were unanimous in their opinion that pre-assessments had enhanced their learning experience.
Conclusions. The strategy of teaching/learning and assessment of emergency skills in simulation was highly effective in enhancing the competence and confidence of medical students when managing a clinical emergency. However, students appeared to be overconfident, which could be ascribed to ignorance, and possibly indicates that feedback during training should be improved.
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published imagesIf an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.