Could not download file: This paper is available to authorised users only.

PBL AND CASE STUDY DESIGN FOR HIGH FIDELITY PATIENT SIMULATOR USERS

Z. Almsherqi

National university of Singapore (SINGAPORE)
Developments in computer technologies and high-fidelity patient simulators have thoroughly reformed medical education including designing problem based learning and case scenarios. Problem- based learning (PBL) has been well established in medical education as an efficacious learning technique. Indeed, combining problem-based learning with the high-fidelity patient simulation has significant potential. Therefore, the purpose of this presentation is to provide an example of designing and use of high-fidelity patient simulators to facilitate case study teaching and PBL of cardiopulmonary physiology and intensive care concepts in the first year medical education program.

High-fidelity patient simulators were used at the end of theoretical course of cardiovascular and respiratory physiology in the first year medical education program at the medical school of National University of Singapore. SimMan simulation was used to design an intensive care unit case scenario. It was developed to involve the students to perform procedural skills and apply their biomedical knowledge/concepts into clinical decision-making actions during the simulation event. On the other hand, Harvey simulation was used to design a case scenario based on PBL technique.

Students successfully completed both of high-fidelity patient simulator sessions objectives, though there was variability in how quickly they recognized and responded to alarms and changes in patient status in the intensive care unit case scenario. Psychomotor performance of skills was generally correct but awkward, consistent with novice performance. Students were universally very positive about Harvey simulators as a teaching strategy for PBL education experience. PBL-Harvey sessions have substantial impact on students’ perceptions and confidence in solving the clinical problem and significantly enhance the cooperative learning between them.

In conclusion, medical educational programs with access to high-fidelity patient simulator resources should consider incorporation of such equipments into PBL and case study. However, knowing the limitations of high-fidelity patient simulators, case study and PBL designers should carefully consider the extent to which they would use high-fidelity patient simulators.