Medical students' satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece.
- Author:
Panteleimon PANTELIDIS
1
;
Nikolaos STAIKOGLOU
;
Georgios PAPAROIDAMIS
;
Christos DROSOS
;
Stefanos KARAMAROUDIS
;
Athina SAMARA
;
Christodoulos KESKINIS
;
Michail SIDERIS
;
George GIANNAKOULAS
;
Georgios TSOULFAS
;
Asterios KARAGIANNIS
Author Information
- Publication Type:Original Article
- Keywords: Medical education; Greece; Personality inventory; Surveys and questionnaires
- MeSH: Education, Medical; Greece*; Humans; Learning*; Lectures; Methods*; Personality Inventory; Societies, Scientific; Students, Medical; Surveys and Questionnaires
- From:Journal of Educational Evaluation for Health Professions 2016;13(1):13-
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: The integration of simulation-based learning (SBL) methods holds promise for improving the medical education system in Greece. The Applied Basic Clinical Seminar with Scenarios for Students (ABCS3) is a novel two-day SBL course that was designed by the Scientific Society of Hellenic Medical Students. The ABCS3 targeted undergraduate medical students and consisted of three core components: the case-based lectures, the ABCDE hands-on station, and the simulation-based clinical scenarios. The purpose of this study was to evaluate the general educational environment of the course, as well as the skills and knowledge acquired by the participants. METHODS: Two sets of questions were distributed to the participants: the Dundee Ready Educational Environment Measure (DREEM) questionnaire and an internally designed feedback questionnaire (InEv). A multiple-choice examination was also distributed prior to the course and following its completion. A total of 176 participants answered the DREEM questionnaire, 56 the InEv, and 60 the MCQs. RESULTS: The overall DREEM score was 144.61 (±28.05) out of 200. Delegates who participated in both the case-based lectures and the interactive scenarios core components scored higher than those who only completed the case-based lecture session (P=0.038). The mean overall feedback score was 4.12 (±0.56) out of 5. Students scored significantly higher on the post-test than on the pre-test (P<0.001). CONCLUSION: The ABCS3 was found to be an effective SBL program, as medical students reported positive opinions about their experiences and exhibited improvements in their clinical knowledge and skills.
