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ID 57501
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Yamamoto, Akira Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
Obika, Mikako Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences ORCID Kakenhi
Mandai, Yasuhiro Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
Murakami, Taku Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
Miyoshi, Tomoko Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Kakenhi
Ino, Hideo Center for Education in Medicine and Health Sciences, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences
Kataoka, Hitomi Department of Primary Care and Medical Education, Okayama University Graduate School of Medicine, Dentistry, and Pharmaceutical Sciences
Otsuka, Fumio Department of General Medicine, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences Kakenhi
Abstract
BACKGROUND:
Simulation-based learning plays an important role in contemporary medical education, although there are problems providing tutors. Peer-assisted learning has begun being formally adopted in medical education. Although it is considered useful for simulation-based learning, its effectiveness remains unclear. This study was designed to compare the effect of simulation-based learning with that of traditional lectures conducted by postgraduate-year (PGY)-II residents on PGY-I residents.
METHODS:
This study was conducted at Okayama University Hospital over three years, for one week each year, before residents entered clinical practice. The study enrolled 76 PGY-I residents, who were randomized into two groups: simulation and lecture groups. PGY-II residents volunteered to conduct simulations and lectures. Knowledge evaluation was performed using pre- and post-tests, and self-evaluation of competence and behaviour-change and program evaluations were conducted using questionnaires.
RESULTS:
In both groups, knowledge test scores were found to improve significantly, and the score difference between pre- and post-tests in both the groups was not significant. Self-evaluation of competence and behaviour-change was found to be higher in the simulation group than the lecture group. The trainees in the simulation group valued the program and the PGY-II residents as teaching staff more than those in the lecture group.
CONCLUSIONS:
The combination of simulation-based learning and peer-assisted learning led by PGY-II residents is potentially more effective in improving the postgraduate education of PGY-I residents than the combination of lecture and peer-assisted learning.
Keywords
Simulation-based learning
Peer-assisted learning
Lecture
Postgraduate education
Junior residents
Published Date
2019-03-20
Publication Title
BMC Medical Education
Volume
volume19
Issue
issue1
Publisher
BMC
Start Page
87
ISSN
1472-6920
Content Type
Journal Article
language
英語
OAI-PMH Set
岡山大学
File Version
publisher
PubMed ID
DOI
Web of Sience KeyUT
Related Url
isVersionOf https://doi.org/10.1186/s12909-019-1509-y
Funder Name
Japan Society for the Promotion of Science
助成番号
18K10002