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Z. Almsherqi

National University of Singapore (SINGAPORE)
Developments in computer technologies and high-fidelity patient simulators have thoroughly reformed medical education including designing and conducting case-study scenarios. Case studies learning have been well established in medical education as an efficacious learning technique. Combining case study learning with simulation has significant potential. . Therefore, the purpose of this presentation is to provide an example of the design and use of high-fidelity patient simulator (Harvey) to facilitate case study teaching in cardiopulmonary physiology in first year medical education program.
High-fidelity patient simulators were used at the end of theoretical course in cardiovascular and respiratory physiology in the first year medical program. Harvey simulation was used to design a congenital heart disease case scenario. It was developed to involve the students to perform procedural skills and apply biomedical knowledge/concepts to clinical decision-making during simulated patient clinical signs.
Students successfully completed the high-fidelity patient simulator session objectives; though there was variability in how quickly they recognized the clinical signs. Psychomotor performance of clinical examination skills was generally correct but awkward, consistent with novice performance. Students were universally very positive about Harvey simulators as a teaching strategy for preparing for case study education experience. Case studies using Harvey sessions have substantial impact on students’ perceptions and confidence in solving the clinical problem and significantly enhance the cooperative learning between the students.
In conclusion, medical educational programs with access to high-fidelity patient simulators resources should consider its incorporation into case study. However, knowing the limitations of high-fidelity patient simulators, case study should carefully consider the extent to which they would use high-fidelity patient simulators.