Implementation of a large-scale simulation-based cardiovascular clinical examination course for undergraduate medical students - a pilot study

Dimitri Arangalage, Jérémie Abtan, Jean Gaschignard, Pierre-François Ceccaldi, Sid-Ahmed Remini, Isabelle Etienne, Philippe Ruszniewski, Patrick Plaisance, Victoire De Lastours, Agnès Lefort, Albert Faye, Dimitri Arangalage, Jérémie Abtan, Jean Gaschignard, Pierre-François Ceccaldi, Sid-Ahmed Remini, Isabelle Etienne, Philippe Ruszniewski, Patrick Plaisance, Victoire De Lastours, Agnès Lefort, Albert Faye

Abstract

Background: We report the implementation of a large-scale simulation-based cardiovascular diagnostics course for undergraduate medical students.

Methods: A simulation-based course was integrated into the curriculum of second-year medical students (> 400 students/year). The first session aimed at teaching cardiac auscultation skills on mannequins and the second at teaching blood pressure measurement, peripheral arterial examination, and the clinical examination of heart failure in a technical skill-based manner and in a scenario.

Results: A total of 414 (99.8%) and 402 (98.5%) students, as well as 102 and 104 educators, participated during the 2016-2017 and 2017-2018 academic years across both types of sessions. The number of positive appreciations by students was high and improved from the first to the second year (session 1: 77% vs. 98%, session 2: 89% vs. 98%; p < 0.0001). Similar results were observed for educators (session 1: 84% vs. 98%, p = 0.007; session 2: 82% vs. 98%, p = 0.01). Feedbacks by students were positive regarding the usefulness of the course, fulfillment of pedagogical objectives, quality of the teaching method, time management, and educator-student interactivity. In contrast, 95% of students criticized the quality of the mannequins during the first year leading to the replacement of the simulation material the following year. Students most appreciated the auscultation workshop (25%), the practical aspect of the course (22%), and the availability of educators (21%).

Conclusions: Despite the need to commit significant human and material resources, the implementation of this large-scale program involving > 400 students/year was feasible, and students and educators reacted favorably.

Keywords: Auscultation; Clinical education; Heart sounds; Mannequins; Simulation.

Conflict of interest statement

Authors have no conflict of interest related to the present paper to declare.

Figures

Fig. 1
Fig. 1
Proportion of overall positive feedbacks by students for both sessions during the 2016–2017 and 2017–2018 academic years
Fig. 2
Fig. 2
Proportion of overall positive feedbacks by educators for both sessions during the 2016–2017 and 2017–2018 academic years

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Source: PubMed

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