N 1 (186) 2024 р. P. 75–82

SCENARIO-BASED SIMULATION LEARNING AS A TOOL OF A PROBLEM-BASED APPROACH TO IMPROVING THE QUALITY OF EMERGENCY CARE IN UKRAINE

V. H. Marichereda, Т. M. Orabina, О. P. Rogachevskyi, V. I. Borshch, M. P. Pervak, І. P. Аnnienkova, Yu. Yu. Petrovskyi

Odesa National Medical University, Odesa, Ukraine
Bogomolets National Medical University, Kyiv, Ukraine

DOI 10.32782/2226-2008-2024-1-12

The paper defines the role of scenario-based simulation learning as one of the key tools of a problem-based approach in forming future doctors’ clinical competence, professional confidence, and practical skills in emergency care.

The study aims to assess the impact of the introduction of scenario-based simulation learning on the dynamics of changes in the indicators of the formation of professional competence of students in emergency care.

Materials and methods. Methods. Descriptive, comparative study, questionnaires, and statistical analysis. Design. The study was carried out between May and June 2023 using emergency simulation situations. 59 sixth-year students of ONMedU took part in the study. Questionnaires and objective assessment criteria were employed to gather information about the participants’ performance in the simulation. Pre-test, post-test right after the simulation, and post-test three months later were used to assess confidence in performing certain medical operations. The answers were then graded using a pre-made mark sheet.

Results. Following the simulation, the student’s confidence in all the assessed skills increased significantly, and that rise persisted for three months. The level of confidence of all students for all assessed skills increased significantly immediately after the training (21.8 ±1.33%, p<0.001), after 3 months it remained almost at the same level (19.14±1.54%, p< 0.001). The survival rate of knowledge after 3 months was 18.8±1.71%.

Conclusion. The obtained outcomes demonstrate the value of the relevant teaching strategy and its efficiency for Ukrainian higher medical education. It highlights that further study is required to determine the best way to include simulation scenarios in the teaching and learning process.

Key words: scenario-based learning, problem-based learning, highly realistic clinical modeling, professional competence of doctors, medical emergencies, soft skills.

REFERENCES

  1. Bengiamin DI, Toomasian C, Smith DD, Young TP. Emergency Department Thoracotomy: A Cost-Effective Model for Simulation Training. J Emerg Med. 2019 Sep; 57(3):375–379. doi: 10.1016/j.jemermed.2019.06.022.
  2. Sweeney LA, Warren O, Gardner L, Rojek A, Lindquist DG. A simulation-based training program improves emergency department staff communication. Am J Med Qual. 2014 Mar–Apr;29(2):115–23. doi: 10.1177/1062860613491308.
  3. Salik I, Paige JT. Debriefing the Interprofessional Team in Medical Simulation. 2023 Apr 17. In: StatPearls. Treasure Island (FL): StatPearls Publishing; 2024 Jan.
  4. Abulebda K, Auerbach M, Limaiem F. Debriefing Techniques Utilized in Medical Simulation. 2022 Sep 26. In: StatPearls. Treasure Island (FL): StatPearls Publishing; 2024 Jan.
  5. MacKenna V, Díaz DA, Chase SK, Boden CJ, Loerzel V. Self-debriefing in healthcare simulation: An integrative literature review. Nurse Educ Today. 2021 Jul; 102:104907. doi: 10.1016/j.nedt.2021.104907.
  6. Zhang Y, Zhou M, Kong N, Li X, Zhou X. Evaluation of Emergency Response Capacity of Urban Pluvial Flooding Public Service Based on Scenario Simulation. Int J Environ Res Public Health. 2022 Dec 9; 19(24):16542. doi: 10.3390/ ijerph192416542.
  7. Nacca N, Holliday J, Ko PY. Randomized trial of a novel ACLS teaching tool: does it improve student performance? West J Emerg Med. 2014 Nov; 15(7):913–8. doi: 10.5811/westjem.2014.9.20149.
  8. Rohachevskyi O, Pervak M, Karakonstantyn D, Onyshchenko V, Yehorenko O. Analiz efektyvnosti stsenarii-oriientovnoho navchannia pry provedenni medychnykh treninhiv viiskovym Suchasna medytsyna, farmatsiia ta psykholohichne zdorovia. 2023 Nov :2(11):60–65. doi: 10.32689/2663-0672-2023-2-10.
  9. Fink LD. Beyond Small Groups: Harnessing the Extraordinary Power of Learning Teams. Teambased Learning: A Transformative Use of Small Groups / ed. by LK Michaelsen, AB Knight, L Dee Fink. Westport, CT: Praeger Publishers, 2002, p. 3–26. doi: 10.32702/2307-2105-2021.5.75.
  10. Rudenko VM. Matematychna statystyka: navchalniy posibnyk. Kyiv: Tsentr uchbovoi literatury, 2012. 304 p. Available from: https://moodle.znu.edu.ua/pluginfile.php/576734/mod_resource/content/2/Руденко%20В.М.%20Математична%20 статистика..pdf (Last accessed: 26 February 2024).
  11. Bibik NM, Yermakova IH, Ovcharuk OV et al. Kompetentnisna osvita – vid teorii do praktyky. Kyiv: Pleiady, 2005.
  12. Feshchyn YuZ., Myronov YuB. Motyvuvannia v systemi menedzhmentu pidpryiemstva. Elektronnyi naukovyi visnyk «Kerivnyk. INFO». Available from: https://kerivnyk.info/2011/01/feschyn.html.
  13. Myronchuk NM. Kontekstnyi pidkhid u pidhotovtsi studentiv do profesiinoi diialnosti u zarubizhnii pedahohichnii teorii. Kreatyvna pedahohika. 2018: 13;95–101.
  14. Zhuravlova LV., Lopina NA. Praktychno-oriientovanyi keis-metod navchannia v systemi bezperervnoi medychnoi osvity na osnovi informatsiino-osvitnikh vebtekhnolohii yak sposib symuliatsiinoho navchannia: navchalno-metodyichniy posibnyk dlia vykladachiv medyitsynskyh osvitnikh zakladiv. Kharkiv: KhNMU, 2019.
  15. Karakuş A, Duran L, Yavuz Y et al. Computer-based simulation training in emergency medicine designed in the light of malpractice cases. BMC Med Educ. 2014: 14;155.
  16. Rettig T, Blom A.G. Memory Effects as a Source of Bias in Repeated Survey Measurement. 2021. doi: https://doi.org/10.1093/ oso/9780198859987.003.0001.
View article PDF