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High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students

INTRODUCTION: Bradyarrhythmias are a common clinical finding yet can be life-threatening in certain situations. Accordingly, diagnosis and prompt intervention remain the cornerstone of effective management of bradyarrhythmia. The study compares the two methods by assessing improvement in knowledge a...

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Autores principales: Vijayaraghavan, Shrimathy, Rishipathak, Parag, Hinduja, Anand
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6735197/
https://www.ncbi.nlm.nih.gov/pubmed/31543639
http://dx.doi.org/10.4103/JETS.JETS_115_18
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author Vijayaraghavan, Shrimathy
Rishipathak, Parag
Hinduja, Anand
author_facet Vijayaraghavan, Shrimathy
Rishipathak, Parag
Hinduja, Anand
author_sort Vijayaraghavan, Shrimathy
collection PubMed
description INTRODUCTION: Bradyarrhythmias are a common clinical finding yet can be life-threatening in certain situations. Accordingly, diagnosis and prompt intervention remain the cornerstone of effective management of bradyarrhythmia. The study compares the two methods by assessing improvement in knowledge acquisition using pretest, posttest, and satisfaction survey with the teaching pedagogy. MATERIALS AND METHODS: A randomized control trial of simulation-based teaching compared with case-based discussion was conducted among Postgraduate Diploma in Emergency Medical Services students. The students anonymously filled out pretest, posttest, and a satisfaction questionnaire composed of six statements in three domains (quality of instruction, debriefing, and overall satisfaction). The statements were rated using a 10-point scale. Test results were compared using t-test for equality of means of independent samples. RESULTS AND DISCUSSION: All 40 students selected completed all the steps of the study. Knowledge improvement from pretest to posttest was observed in both teaching methods derived using paired sample t-test (P < 0.05). However, no significant difference was observed while comparing improvement scores of posttest versus pretest between both the groups. Mean satisfaction score of simulation group was significantly higher at 8.40 compared to case-based group which was at 7.87. Satisfaction survey showed marked significance (P = 0.03) for simulation-based teaching. CONCLUSION: As a single intervention, simulation-based teaching is superior to case-based discussion in terms of student satisfaction but remains similarly effective in terms of knowledge acquisition.
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spelling pubmed-67351972019-09-20 High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students Vijayaraghavan, Shrimathy Rishipathak, Parag Hinduja, Anand J Emerg Trauma Shock Original Article INTRODUCTION: Bradyarrhythmias are a common clinical finding yet can be life-threatening in certain situations. Accordingly, diagnosis and prompt intervention remain the cornerstone of effective management of bradyarrhythmia. The study compares the two methods by assessing improvement in knowledge acquisition using pretest, posttest, and satisfaction survey with the teaching pedagogy. MATERIALS AND METHODS: A randomized control trial of simulation-based teaching compared with case-based discussion was conducted among Postgraduate Diploma in Emergency Medical Services students. The students anonymously filled out pretest, posttest, and a satisfaction questionnaire composed of six statements in three domains (quality of instruction, debriefing, and overall satisfaction). The statements were rated using a 10-point scale. Test results were compared using t-test for equality of means of independent samples. RESULTS AND DISCUSSION: All 40 students selected completed all the steps of the study. Knowledge improvement from pretest to posttest was observed in both teaching methods derived using paired sample t-test (P < 0.05). However, no significant difference was observed while comparing improvement scores of posttest versus pretest between both the groups. Mean satisfaction score of simulation group was significantly higher at 8.40 compared to case-based group which was at 7.87. Satisfaction survey showed marked significance (P = 0.03) for simulation-based teaching. CONCLUSION: As a single intervention, simulation-based teaching is superior to case-based discussion in terms of student satisfaction but remains similarly effective in terms of knowledge acquisition. Wolters Kluwer - Medknow 2019 /pmc/articles/PMC6735197/ /pubmed/31543639 http://dx.doi.org/10.4103/JETS.JETS_115_18 Text en Copyright: © 2019 Journal of Emergencies, Trauma, and Shock http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Original Article
Vijayaraghavan, Shrimathy
Rishipathak, Parag
Hinduja, Anand
High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title_full High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title_fullStr High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title_full_unstemmed High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title_short High-Fidelity Simulation versus Case-Based Discussion for Teaching Bradyarrhythmia to Emergency Medical Services Students
title_sort high-fidelity simulation versus case-based discussion for teaching bradyarrhythmia to emergency medical services students
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6735197/
https://www.ncbi.nlm.nih.gov/pubmed/31543639
http://dx.doi.org/10.4103/JETS.JETS_115_18
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