Application of UMedic-Harvey simulation system in teaching cardiac auscultation
10.3760/cma.j.cn116021-20230528-01782
- VernacularTitle:UMedic-Harvey模拟系统在心脏听诊教学中的应用研究
- Author:
Miao YANG
1
;
Lin ZHANG
;
Chaojie WEI
;
Hong LEI
;
Min XU
Author Information
1. 武汉大学中南医院教学办公室，武汉 430071
- Keywords:
Cardiac auscultation;
Cardiac examination;
Clinical skill teaching;
Simulation teaching;
UMedic-Harvey simulation system
- From:
Chinese Journal of Medical Education Research
2024;23(11):1446-1450
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effect of UMedic-Harvey simulation system in teaching cardiac auscultation.Methods:A total of 161 undergraduate students (Grade 3) who majored in clinical medicine and were enrolled in 2018 at The Second Clinical College of Wuhan University were selected as research subjects. The students were divided into reformed-teaching group ( n=40) and routine-teaching group ( n=121) to receive training in the skills presented in the "Cardiac Auscultation" chapter of the textbook Diagnostics. Before class, teachers prepared the preview resource package according to the teaching contents and objectives as well as the standardized cases in the UMedic series courses, and published the pre-class preview task through the specific learning platform. Students completed the pre-class test online. In the class, UMedic-Harvey simulation system was adopted to carry out situational simulation teaching in the reformed-teaching group, while traditional teaching mode was adopted in the routine-teaching group. After class, we conducted a post-class assessment and questionnaire survey through the learning platform and WeChat group, and collected the final examination scores of cardiac auscultation skills and electrocardiogram interpretation in the same batch of students who participated in the course of diagnostics. SPSS 25.0 was used for the t-test and chi-square test. Results:There was no significant difference in the baseline scores of cardiac auscultation skills between the two groups ( t=0.83, P=0.410). The post-class scores of cardiac auscultation skills were significantly higher for students in the reformed-teaching group than those in the routine-teaching group [(76.87±6.11) vs. (61.85±11.37), t=7.98, P<0.001]. Moreover, the final examination scores of cardiac auscultation skills were significantly higher for students in the reformed-teaching group than those in the routine-teaching group [(74.17±6.20) vs. (62.33±10.16), t=6.95, P<0.001). In addition, the final examination scores of electrocardiogram interpretation were higher for students in the reformed-teaching group than those in the routine-teaching group, but the difference was not statistically significant ( t=1.92, P=0.060). Conclusions:The application of UMedic-Harvey simulation system improves the effectiveness and quality of teaching cardiac auscultation skills.
