Assessment of training in cardiac auscultation using a simulator

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  • BEPPU Masashi
    Center for Education Research in Medicine and Dentistry, Tokyo Medical and Dental University
  • NARA Nobuo
    Center for Education Research in Medicine and Dentistry, Tokyo Medical and Dental University
  • SUZUKI Toshiya
    Center for Education Research in Medicine and Dentistry, Tokyo Medical and Dental University
  • ISOBE Mitsuaki
    Department of Cardiovascular Medicine, Tokyo Medical and Dental University

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Other Title
  • シミュレータを用いた心臓病診察のスキル訓練セミナーとその評価
  • シミュレータ オ モチイタ シンゾウビョウ シンサツ ノ スキル クンレン セミナー ト ソノ ヒョウカ

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Abstract

The use of simulators for skills training has become widespread. However, no quantitative analysis has been performed to determine whether simulation-based medical education is useful for improving the acquisition of clinical skills. The educational effect must be evaluated to further develop stimulation-based education. A seminar for cardiac auscultation was held, with the skills laboratory taking the initiative; the effectiveness was verified, and various problems were identified.<br>1)The skills laboratory held a series of training seminars to examine the effectiveness of simulation-based education.<br>2) Sixteen medical students participated in the seminars. One seminar lasted 120 minutes, including 60 minutes of lectures and 60 minutes of skills training. All students attended the three seminars. A questionnaire survey, a written examination, and a skills test were administered to all students three times (before, immediately after, and 5 months after the seminars).<br>3) The students were extremely satisfied with the seminars. The students believed their cardiac auscultation skills had improved and that this improvement was still present 5 months later. After the seminars, the heart sound simulators were used more frequently than before the seminar.<br>4) The results of skills testing after the seminars were better than those before the seminars and remained better 5 months later. However, results of a written examination 5 months after the seminars were similar to those before the seminars.<br>5) The seminars in the skills laboratory were effective for improving students' auscultation skills and increased the effective use of mannequins in the skills laboratory.

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