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Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation

OBJECTIVES: To compare both the knowledge and self-reported confidence levels between medical students as the team leaders and followers in shock resuscitation simulation training. METHODS: A cross-sectional study was conducted with all fifth-year medical students participating in a shock resuscitat...

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Autores principales: Vattanavanit, Veerapong, Khwannimit, Bodin, Nilmoje, Thanapon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IJME 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7246126/
https://www.ncbi.nlm.nih.gov/pubmed/31971916
http://dx.doi.org/10.5116/ijme.5e01.f00c
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author Vattanavanit, Veerapong
Khwannimit, Bodin
Nilmoje, Thanapon
author_facet Vattanavanit, Veerapong
Khwannimit, Bodin
Nilmoje, Thanapon
author_sort Vattanavanit, Veerapong
collection PubMed
description OBJECTIVES: To compare both the knowledge and self-reported confidence levels between medical students as the team leaders and followers in shock resuscitation simulation training. METHODS: A cross-sectional study was conducted with all fifth-year medical students participating in a shock resuscitation simulation-based training between May 2017 and March 2018. The simulation class was a 3-hour session that consisted of 4 shock type scenarios as well as a post-training debriefing. Medical students were assigned into groups of 4–5 members, in which they freely selected a leader, and the rest filled the roles of followers. Of 139 medical students, 32 students were leaders. A 10-question pre-test and post-test determined knowledge assessment. At the end of the class, the students completed a 5-point Likert scale confidence level evaluation questionnaire. A t-test was applied to compare knowledge scores and confidence levels between the leaders and followers. RESULTS: At the end of the class, the knowledge scores between the leaders (M=6.72, SD=1.51) and followers (M=6.93, SD=1.26) were not different (t((137))= -0.81, p=0.42). In addition, the student confidence levels were also similar between the leaders (M=3.63, SD=0.55) and followers (M=3.41, SD=0.64) after training (t((137))=1.70, p=0.09). CONCLUSIONS: The knowledge and confidence levels were not different between either the leaders or followers in simulated resuscitation. With time-limit simulation training, we suggested every student may not need to fulfil the leadership role, but a well-designed course and constructive debriefing are recommended. Future studies should evaluate skills and longitudinal effects of the leader role.
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spelling pubmed-72461262020-05-26 Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation Vattanavanit, Veerapong Khwannimit, Bodin Nilmoje, Thanapon Int J Med Educ Original Research OBJECTIVES: To compare both the knowledge and self-reported confidence levels between medical students as the team leaders and followers in shock resuscitation simulation training. METHODS: A cross-sectional study was conducted with all fifth-year medical students participating in a shock resuscitation simulation-based training between May 2017 and March 2018. The simulation class was a 3-hour session that consisted of 4 shock type scenarios as well as a post-training debriefing. Medical students were assigned into groups of 4–5 members, in which they freely selected a leader, and the rest filled the roles of followers. Of 139 medical students, 32 students were leaders. A 10-question pre-test and post-test determined knowledge assessment. At the end of the class, the students completed a 5-point Likert scale confidence level evaluation questionnaire. A t-test was applied to compare knowledge scores and confidence levels between the leaders and followers. RESULTS: At the end of the class, the knowledge scores between the leaders (M=6.72, SD=1.51) and followers (M=6.93, SD=1.26) were not different (t((137))= -0.81, p=0.42). In addition, the student confidence levels were also similar between the leaders (M=3.63, SD=0.55) and followers (M=3.41, SD=0.64) after training (t((137))=1.70, p=0.09). CONCLUSIONS: The knowledge and confidence levels were not different between either the leaders or followers in simulated resuscitation. With time-limit simulation training, we suggested every student may not need to fulfil the leadership role, but a well-designed course and constructive debriefing are recommended. Future studies should evaluate skills and longitudinal effects of the leader role. IJME 2020-01-21 /pmc/articles/PMC7246126/ /pubmed/31971916 http://dx.doi.org/10.5116/ijme.5e01.f00c Text en Copyright: © 2020 Veerapong Vattanavanit et al. http://creativecommons.org/licenses/by/3.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/
spellingShingle Original Research
Vattanavanit, Veerapong
Khwannimit, Bodin
Nilmoje, Thanapon
Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title_full Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title_fullStr Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title_full_unstemmed Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title_short Comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
title_sort comparison of knowledge and confidence between medical students as leaders and followers in simulated resuscitation
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7246126/
https://www.ncbi.nlm.nih.gov/pubmed/31971916
http://dx.doi.org/10.5116/ijme.5e01.f00c
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