INTRODUCTIONExperiential learning is one of the key methods for effective teaching of medical students. The use of simulation is ideal to achieve this goal. Simulation training allows the learner to be actively involved, and provides realism, self-direction, feedback and practice. We present 2 pilot projects in which the efficacy of experiential learning with simulation is demonstrated.

MATERIALS AND METHODSIn the first project, groups of 4 to 6 fourth-year medical students were exposed to common crisis scenarios. Each student took turns to individually handle the situation (in the hot seat), while the rest of the group watched "live" via video-link. A group debrief was done after the completion of all scenarios and learning points were emphasized. A test was conducted shortly after, and the student who managed the same scenario in the hot seat earlier was compared to the rest of the group with respect to crisis recognition, management and diagnosis. In the second project, 36 fourth-year medical students were assigned to learn endotracheal intubation through a directed or experiential method. Students were recalled after 3 months and tested on 4 major categories: preparation, technique, success and ventilation.

RESULTSStudents in the hot seat tended to perform better (72% vs. 64%), and were more likely to be the highest scoring student within their group; although this did not reach statistical significance. For the intubation study, students in the experiential group had a higher success rate at 3 months (78% vs. 41%).

CONCLUSIONSExperiential teaching methods with simulation result in better learning of crisis management and endotracheal intubation.

Clinical Competence ; Education, Medical ; methods ; Humans ; Intubation, Intratracheal ; methods ; Learning ; physiology ; Models, Educational ; Students, Medical

This study aimed to evaluate the effectiveness of an educational intervention (Safe D.U.M.P) to improve the knowledge, attitude, and practice regarding the return and disposal of unused medications. Community-dwelling adults in Malaysia who could understand English were recruited from two healthcare events. Participants were asked to fill out the validated Return and Disposal of Unused Medications (ReDiUM) questionnaire (pre-intervention), view six educational intervention posters on how to dispose of unused medications (Safe D.U.M.P), then answer the ReDiUM questionnaire immediately after viewing the posters (post-intervention). A total of 390 out of 456 participants participated (response rate=85.5%). Most were female (71%) with a median age of 42 years. The overall knowledge of participants significantly increased from 60% to 80% (p<0.001). However, no improvement was seen regarding their overall attitude and practice. This outcome was as expected as it may be more difficult to improve attitude and practice (when compared to knowledge) with a single educational session.