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The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study

INTRODUCTION: The study aimed to evaluate visualization-based training’s effects on lung auscultation during clinical clerkship (CC) in the Department of Respiratory Medicine on student skills and confidence. METHODS: The study period was December 2020–November 2021. Overall, 65 students attended a...

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Autores principales: Kuriyama, Ayaka, Kasai, Hajime, Shikino, Kiyoshi, Shiko, Yuki, Kawame, Chiaki, Takeda, Kenichiro, Tajima, Hiroshi, Hayama, Nami, Suzuki, Takuji, Ito, Shoichi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10022769/
https://www.ncbi.nlm.nih.gov/pubmed/36930587
http://dx.doi.org/10.1371/journal.pone.0282337
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author Kuriyama, Ayaka
Kasai, Hajime
Shikino, Kiyoshi
Shiko, Yuki
Kawame, Chiaki
Takeda, Kenichiro
Tajima, Hiroshi
Hayama, Nami
Suzuki, Takuji
Ito, Shoichi
author_facet Kuriyama, Ayaka
Kasai, Hajime
Shikino, Kiyoshi
Shiko, Yuki
Kawame, Chiaki
Takeda, Kenichiro
Tajima, Hiroshi
Hayama, Nami
Suzuki, Takuji
Ito, Shoichi
author_sort Kuriyama, Ayaka
collection PubMed
description INTRODUCTION: The study aimed to evaluate visualization-based training’s effects on lung auscultation during clinical clerkship (CC) in the Department of Respiratory Medicine on student skills and confidence. METHODS: The study period was December 2020–November 2021. Overall, 65 students attended a lecture on lung auscultation featuring a simulator (Mr. Lung(™)). Among them, 35 (visualization group) received additional training wherein they were asked to mentally visualize lung sounds using a graphical visualized lung sounds diagram as an example. All students answered questions on their self-efficacy regarding lung auscultation before and after four weeks of CC. They also took a lung auscultation test with the simulator at the beginning of CC (pre-test) and on the last day of the third week (post-test) (maximum score: 25). We compared the answers in the questionnaire and the test scores between the visualization group and students who only attended the lecture (control group, n = 30). The Wilcoxon signed-rank test and analysis of covariance were used to compare the answers to the questionnaire about confidence in lung auscultation and the scores of the lung auscultation tests before and after the training. RESULTS: Confidence in auscultation of lung sounds significantly increased in both groups (five-point Likert scale, visualization group: pre-questionnaire median 1 [Interquartile range 1] to post-questionnaire 3 [1], p<0.001; control group: 2 [1] to 3 [1], p<0.001) and was significantly higher in the visualization than in the control group. Test scores increased in both groups (visualization group: pre-test 11 [2] to post-test 15 [4], p<0.001; control group: 11 [5] to 14 [4], p<0.001). However, there were no differences between both groups’ pre and post-tests scores (p = 0.623). CONCLUSION: Visualizing lung sounds may increase medical students’ confidence in their lung auscultation skills; this may reduce their resistance to lung auscultation and encourage the repeated auscultation necessary to further improve their long-term auscultation abilities.
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spelling pubmed-100227692023-03-18 The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study Kuriyama, Ayaka Kasai, Hajime Shikino, Kiyoshi Shiko, Yuki Kawame, Chiaki Takeda, Kenichiro Tajima, Hiroshi Hayama, Nami Suzuki, Takuji Ito, Shoichi PLoS One Research Article INTRODUCTION: The study aimed to evaluate visualization-based training’s effects on lung auscultation during clinical clerkship (CC) in the Department of Respiratory Medicine on student skills and confidence. METHODS: The study period was December 2020–November 2021. Overall, 65 students attended a lecture on lung auscultation featuring a simulator (Mr. Lung(™)). Among them, 35 (visualization group) received additional training wherein they were asked to mentally visualize lung sounds using a graphical visualized lung sounds diagram as an example. All students answered questions on their self-efficacy regarding lung auscultation before and after four weeks of CC. They also took a lung auscultation test with the simulator at the beginning of CC (pre-test) and on the last day of the third week (post-test) (maximum score: 25). We compared the answers in the questionnaire and the test scores between the visualization group and students who only attended the lecture (control group, n = 30). The Wilcoxon signed-rank test and analysis of covariance were used to compare the answers to the questionnaire about confidence in lung auscultation and the scores of the lung auscultation tests before and after the training. RESULTS: Confidence in auscultation of lung sounds significantly increased in both groups (five-point Likert scale, visualization group: pre-questionnaire median 1 [Interquartile range 1] to post-questionnaire 3 [1], p<0.001; control group: 2 [1] to 3 [1], p<0.001) and was significantly higher in the visualization than in the control group. Test scores increased in both groups (visualization group: pre-test 11 [2] to post-test 15 [4], p<0.001; control group: 11 [5] to 14 [4], p<0.001). However, there were no differences between both groups’ pre and post-tests scores (p = 0.623). CONCLUSION: Visualizing lung sounds may increase medical students’ confidence in their lung auscultation skills; this may reduce their resistance to lung auscultation and encourage the repeated auscultation necessary to further improve their long-term auscultation abilities. Public Library of Science 2023-03-17 /pmc/articles/PMC10022769/ /pubmed/36930587 http://dx.doi.org/10.1371/journal.pone.0282337 Text en © 2023 Kuriyama et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Kuriyama, Ayaka
Kasai, Hajime
Shikino, Kiyoshi
Shiko, Yuki
Kawame, Chiaki
Takeda, Kenichiro
Tajima, Hiroshi
Hayama, Nami
Suzuki, Takuji
Ito, Shoichi
The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title_full The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title_fullStr The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title_full_unstemmed The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title_short The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study
title_sort effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: a preliminary study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10022769/
https://www.ncbi.nlm.nih.gov/pubmed/36930587
http://dx.doi.org/10.1371/journal.pone.0282337
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