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Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study

ABSTRACT: Although considerable efforts have been made to incorporate simulation-based learning (SBL) in undergraduate medical education, to date, most of the medical school curricula still focus on pure knowledge or individual assessment of objective structured clinical examination skills (OSCE). T...

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Autores principales: Emin, Elif Iliria, Emin, Ece, Bimpis, Alexios, Pierides, Michael, Dedeilia, Aikaterini, Javed, Zibad, Rallis, Kathrine-Sofia, Saeed, Ferha, Theophilou, Georgios, Karkanevatos, Apostolos, Kitapcioglu, Dilek, Aksoy, Mehmet Emin, Papalois, Apostolos, Sideris, Michail
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9084906/
https://www.ncbi.nlm.nih.gov/pubmed/35547870
http://dx.doi.org/10.2147/AMEP.S357514
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author Emin, Elif Iliria
Emin, Ece
Bimpis, Alexios
Pierides, Michael
Dedeilia, Aikaterini
Javed, Zibad
Rallis, Kathrine-Sofia
Saeed, Ferha
Theophilou, Georgios
Karkanevatos, Apostolos
Kitapcioglu, Dilek
Aksoy, Mehmet Emin
Papalois, Apostolos
Sideris, Michail
author_facet Emin, Elif Iliria
Emin, Ece
Bimpis, Alexios
Pierides, Michael
Dedeilia, Aikaterini
Javed, Zibad
Rallis, Kathrine-Sofia
Saeed, Ferha
Theophilou, Georgios
Karkanevatos, Apostolos
Kitapcioglu, Dilek
Aksoy, Mehmet Emin
Papalois, Apostolos
Sideris, Michail
author_sort Emin, Elif Iliria
collection PubMed
description ABSTRACT: Although considerable efforts have been made to incorporate simulation-based learning (SBL) in undergraduate medical education, to date, most of the medical school curricula still focus on pure knowledge or individual assessment of objective structured clinical examination skills (OSCE). To this end, we designed a case study named “iG4 (integrated generation 4) virtual on-call (iVOC)”. We aimed to simulate an on-call shift in a high-fidelity virtual hospital setting in order to assess delegates’ team-based performance on tasks related to patient handovers (prioritisation, team allocation). METHODS: A total of 41 clinical year medical students were split into 3 cohorts, each of which included 3 groups of 4 or 5 people. The groups consisted of a structured mix of educational and cultural backgrounds of students to achieve homogeneity. Each performing group received the handover for 5 patients in the virtual hospital and had to identify and deal with the acutely unwell ones within 15 minutes. We used TEAM(TM) tool to assess team-based performances. RESULTS: The mean handover performance was 5.44/10 ± 2.24 which was the lowest across any performance marker. The overall global performance across any team was 6.64/10 ± 2.11. The first rotating team’s global performance for each cycle was 6.44/10 ± 2.01, for the second 7.89/10 ± 2.09 and for the third 6.78/10 ± 1.64 (p = 0.099 between groups). CONCLUSION: This is one of the first reported, high-fidelity, globally reproducible SBL settings to assess the capacity of students to work as part of a multinational team, highlighting several aspects that need to be addressed during undergraduate studies. Medical schools should consider similar efforts with the aim to incorporate assessment frameworks for individual performances of students as part of a team, which can be a stepping-stone for enhancing safety in clinical practice.
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spelling pubmed-90849062022-05-10 Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study Emin, Elif Iliria Emin, Ece Bimpis, Alexios Pierides, Michael Dedeilia, Aikaterini Javed, Zibad Rallis, Kathrine-Sofia Saeed, Ferha Theophilou, Georgios Karkanevatos, Apostolos Kitapcioglu, Dilek Aksoy, Mehmet Emin Papalois, Apostolos Sideris, Michail Adv Med Educ Pract Original Research ABSTRACT: Although considerable efforts have been made to incorporate simulation-based learning (SBL) in undergraduate medical education, to date, most of the medical school curricula still focus on pure knowledge or individual assessment of objective structured clinical examination skills (OSCE). To this end, we designed a case study named “iG4 (integrated generation 4) virtual on-call (iVOC)”. We aimed to simulate an on-call shift in a high-fidelity virtual hospital setting in order to assess delegates’ team-based performance on tasks related to patient handovers (prioritisation, team allocation). METHODS: A total of 41 clinical year medical students were split into 3 cohorts, each of which included 3 groups of 4 or 5 people. The groups consisted of a structured mix of educational and cultural backgrounds of students to achieve homogeneity. Each performing group received the handover for 5 patients in the virtual hospital and had to identify and deal with the acutely unwell ones within 15 minutes. We used TEAM(TM) tool to assess team-based performances. RESULTS: The mean handover performance was 5.44/10 ± 2.24 which was the lowest across any performance marker. The overall global performance across any team was 6.64/10 ± 2.11. The first rotating team’s global performance for each cycle was 6.44/10 ± 2.01, for the second 7.89/10 ± 2.09 and for the third 6.78/10 ± 1.64 (p = 0.099 between groups). CONCLUSION: This is one of the first reported, high-fidelity, globally reproducible SBL settings to assess the capacity of students to work as part of a multinational team, highlighting several aspects that need to be addressed during undergraduate studies. Medical schools should consider similar efforts with the aim to incorporate assessment frameworks for individual performances of students as part of a team, which can be a stepping-stone for enhancing safety in clinical practice. Dove 2022-05-05 /pmc/articles/PMC9084906/ /pubmed/35547870 http://dx.doi.org/10.2147/AMEP.S357514 Text en © 2022 Emin et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Emin, Elif Iliria
Emin, Ece
Bimpis, Alexios
Pierides, Michael
Dedeilia, Aikaterini
Javed, Zibad
Rallis, Kathrine-Sofia
Saeed, Ferha
Theophilou, Georgios
Karkanevatos, Apostolos
Kitapcioglu, Dilek
Aksoy, Mehmet Emin
Papalois, Apostolos
Sideris, Michail
Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title_full Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title_fullStr Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title_full_unstemmed Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title_short Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The “Virtual on Call” Case Study
title_sort teaching and assessment of medical students during complex multifactorial team-based tasks: the “virtual on call” case study
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9084906/
https://www.ncbi.nlm.nih.gov/pubmed/35547870
http://dx.doi.org/10.2147/AMEP.S357514
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