Synchronous Clinical Simulation: An Effective Teaching Modality in Medical Education During COVID-19 and Beyond
https://doi.org/10.56026/imu.17.1.2
- Author:
Thiruselvi Subramaniam
1
,
2
,
3
;
Mohammad Arshad Ikram
1
,
4
;
Shamala Ramasamy
5
Author Information
1. Associate Professor &
2. Consultant, Department of Anaesthesia &
3. Critical Care, International Medical University, Clinical Campus Seremban, 70300 Seremban, Negeri Sembilan, Malaysia
4. Consultant, Department of Orthopaedics, International Medical University, Clinical Campus Seremban, 70300 Seremban, Negeri Sembilan, Malaysia.
5. Senior Lecturer, Department of Psychology, International Medical University, Bukit Jalil, 57000 Kuala Lumpur, Malaysia.
- Publication Type:Journal Article
- Keywords:
Clinical teaching;
medical student;
medical education;
simulation;
synchronous;
teaching modality
- MeSH:
Students, Medical;
Education, Medical
- From:International e-Journal of Science, Medicine and Education
2023;17(1):2-8
- CountryMalaysia
- Language:English
-
Abstract:
Background: The spread of COVID-19 forced many countries including Malaysia to switch from on-campus learning to exclusively online learning. The modality of the synchronous session allows the learners to interact with the instructor and obtain instant feedback. The purpose of this study was to evaluate the effectiveness of synchronous simulation among medical students in clinical years in the absence of hospital-based clinical education.
Methods: This was a prospective observational study involving 54 clinical year students, conducted in the simulation lab at International Medical University. Scenarios for each session were built around clinical skills targeting specific learning outcomes. The perception of the simulation session was evaluated using a 5-point Likert Scale. Synchronous debriefing followed each simulated session allowing active participation by all students. Focus group discussion was conducted among 6 students who volunteered representing online participants to obtain feedback on their learning experience.
Results: The highest mean scores were obtained for the items referring to team communication (4.09±0.734), debriefing (4.06±0.811) and timetabling (3.92±1.007). Results from the focus group discussion revealed that: simulated sessions assisted in application of knowledge by observing their peers; the repetitive process of observing and performing was preferred over observing per se; observing the performance of peers from the same cohort was preferred, and critiques on technical logistics were reported.
Conclusion: The synchronous simulation sessions were well received by the students. It is believed that this will be a novel teaching modality to adopt even after the passing of the pandemic.
- Full text:20250813114104423653.-Synchronous-Clinical-Simulation.pdf
