Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students
Purpose Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic ex...
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| Veröffentlicht in: | Medical science educator 2024-06, Vol.34 (3), p.589-599 |
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| creator | Gheihman, Galina Harrold, G. Kyle Howard, Danielle Albin, Catherine S. W. Kaplan, Tamara B. |
| description | Purpose
Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic exam for medical students.
Materials/Methods
We ran monthly simulations of two cases (acute stroke and seizure) with resident/fellow SPs. Pre-/post-session surveys assessed students’ self-rated confidence in neurological clinical skills (gathering a history, performing an exam, presenting a case) and knowledge domains. Questions about students’ attitudes about neurology were adapted from a validated assessment tool. Paired
t
-tests were performed for quantitative items. Qualitative thematic analysis identified key themes.
Results
Sixty-one students participated. Post-session, students reported significantly higher self-confidence in all neurological clinical skills and knowledge domains (
p
|
| doi_str_mv | 10.1007/s40670-024-02016-w |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_3070794601</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3070794601</sourcerecordid><originalsourceid>FETCH-LOGICAL-c298t-e73a8fbb516537915f7757bc8955c48564f8b3e4a74db9d9231bdf6a37107cc23</originalsourceid><addsrcrecordid>eNp9kF1rHCEUhiW0ZMM2f6AXxcvcTKujjs5lWJK0sP2ATa7F0TOLYcZJdCTZ_PqY3W3oVYWDgs_7wnkQ-kzJV0qI_JY4aSSpSM3LENpUTyforKaiqVQjyId_3gt0ntI9KUdwRTk5RQumlJKc8jP0fJd82OJfkOM0TNsdvo3GB4CETcKb2QRnovMv4PAfM3sIc8I-YPMe8NYM-GqEuIVgd3jjxzwUcAp4lWP0Ng95xP0U8U9we3YzZ_dW8wl97M2Q4Px4L9Hd9dXt6nu1_n3zY3W5rmzdqrkCyYzqu07QRjDZUtFLKWRnVSuE5Uo0vFcdA24kd13r2prRzvWNYZISaW3Nluji0PsQp8cMadajTxaGwQSYctKMSCJb3hBa0PqA2jilFKHXD9GPJu40JfpNuj5I10W63kvXTyX05difuxHce-Sv4gKwA5DKV9hC1PdTjqHs_L_aV8ApjtY</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3070794601</pqid></control><display><type>article</type><title>Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students</title><source>Springer Nature - Complete Springer Journals</source><creator>Gheihman, Galina ; Harrold, G. Kyle ; Howard, Danielle ; Albin, Catherine S. W. ; Kaplan, Tamara B.</creator><creatorcontrib>Gheihman, Galina ; Harrold, G. Kyle ; Howard, Danielle ; Albin, Catherine S. W. ; Kaplan, Tamara B.</creatorcontrib><description>Purpose
Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic exam for medical students.
Materials/Methods
We ran monthly simulations of two cases (acute stroke and seizure) with resident/fellow SPs. Pre-/post-session surveys assessed students’ self-rated confidence in neurological clinical skills (gathering a history, performing an exam, presenting a case) and knowledge domains. Questions about students’ attitudes about neurology were adapted from a validated assessment tool. Paired
t
-tests were performed for quantitative items. Qualitative thematic analysis identified key themes.
Results
Sixty-one students participated. Post-session, students reported significantly higher self-confidence in all neurological clinical skills and knowledge domains (
p
< 0.002). Greater than ninety-five percent agreed the session met the learning objectives; 95% recommended it to others. Resident/fellow SPs were cited as the most effective educational component. Students appreciated evaluating acute emergencies and reported an increased interest in neurology careers.
Conclusions
A case-based simulation curriculum with neurology trainees portraying the SP increased students’ self-reported knowledge, skills, and confidence in managing neurological emergencies. Our intervention may improve medical student neurology education and increase interest in the field. Future research should evaluate clinical skills objectively.</description><identifier>ISSN: 2156-8650</identifier><identifier>EISSN: 2156-8650</identifier><identifier>DOI: 10.1007/s40670-024-02016-w</identifier><identifier>PMID: 38887414</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Education ; Medical Education ; Original Research</subject><ispartof>Medical science educator, 2024-06, Vol.34 (3), p.589-599</ispartof><rights>The Author(s) under exclusive licence to International Association of Medical Science Educators 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c298t-e73a8fbb516537915f7757bc8955c48564f8b3e4a74db9d9231bdf6a37107cc23</cites><orcidid>0000-0003-1599-3271</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s40670-024-02016-w$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s40670-024-02016-w$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38887414$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gheihman, Galina</creatorcontrib><creatorcontrib>Harrold, G. Kyle</creatorcontrib><creatorcontrib>Howard, Danielle</creatorcontrib><creatorcontrib>Albin, Catherine S. W.</creatorcontrib><creatorcontrib>Kaplan, Tamara B.</creatorcontrib><title>Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students</title><title>Medical science educator</title><addtitle>Med.Sci.Educ</addtitle><addtitle>Med Sci Educ</addtitle><description>Purpose
Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic exam for medical students.
Materials/Methods
We ran monthly simulations of two cases (acute stroke and seizure) with resident/fellow SPs. Pre-/post-session surveys assessed students’ self-rated confidence in neurological clinical skills (gathering a history, performing an exam, presenting a case) and knowledge domains. Questions about students’ attitudes about neurology were adapted from a validated assessment tool. Paired
t
-tests were performed for quantitative items. Qualitative thematic analysis identified key themes.
Results
Sixty-one students participated. Post-session, students reported significantly higher self-confidence in all neurological clinical skills and knowledge domains (
p
< 0.002). Greater than ninety-five percent agreed the session met the learning objectives; 95% recommended it to others. Resident/fellow SPs were cited as the most effective educational component. Students appreciated evaluating acute emergencies and reported an increased interest in neurology careers.
Conclusions
A case-based simulation curriculum with neurology trainees portraying the SP increased students’ self-reported knowledge, skills, and confidence in managing neurological emergencies. Our intervention may improve medical student neurology education and increase interest in the field. Future research should evaluate clinical skills objectively.</description><subject>Education</subject><subject>Medical Education</subject><subject>Original Research</subject><issn>2156-8650</issn><issn>2156-8650</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp9kF1rHCEUhiW0ZMM2f6AXxcvcTKujjs5lWJK0sP2ATa7F0TOLYcZJdCTZ_PqY3W3oVYWDgs_7wnkQ-kzJV0qI_JY4aSSpSM3LENpUTyforKaiqVQjyId_3gt0ntI9KUdwRTk5RQumlJKc8jP0fJd82OJfkOM0TNsdvo3GB4CETcKb2QRnovMv4PAfM3sIc8I-YPMe8NYM-GqEuIVgd3jjxzwUcAp4lWP0Ng95xP0U8U9we3YzZ_dW8wl97M2Q4Px4L9Hd9dXt6nu1_n3zY3W5rmzdqrkCyYzqu07QRjDZUtFLKWRnVSuE5Uo0vFcdA24kd13r2prRzvWNYZISaW3Nluji0PsQp8cMadajTxaGwQSYctKMSCJb3hBa0PqA2jilFKHXD9GPJu40JfpNuj5I10W63kvXTyX05difuxHce-Sv4gKwA5DKV9hC1PdTjqHs_L_aV8ApjtY</recordid><startdate>20240601</startdate><enddate>20240601</enddate><creator>Gheihman, Galina</creator><creator>Harrold, G. Kyle</creator><creator>Howard, Danielle</creator><creator>Albin, Catherine S. W.</creator><creator>Kaplan, Tamara B.</creator><general>Springer US</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0003-1599-3271</orcidid></search><sort><creationdate>20240601</creationdate><title>Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students</title><author>Gheihman, Galina ; Harrold, G. Kyle ; Howard, Danielle ; Albin, Catherine S. W. ; Kaplan, Tamara B.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c298t-e73a8fbb516537915f7757bc8955c48564f8b3e4a74db9d9231bdf6a37107cc23</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Education</topic><topic>Medical Education</topic><topic>Original Research</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Gheihman, Galina</creatorcontrib><creatorcontrib>Harrold, G. Kyle</creatorcontrib><creatorcontrib>Howard, Danielle</creatorcontrib><creatorcontrib>Albin, Catherine S. W.</creatorcontrib><creatorcontrib>Kaplan, Tamara B.</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Medical science educator</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gheihman, Galina</au><au>Harrold, G. Kyle</au><au>Howard, Danielle</au><au>Albin, Catherine S. W.</au><au>Kaplan, Tamara B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students</atitle><jtitle>Medical science educator</jtitle><stitle>Med.Sci.Educ</stitle><addtitle>Med Sci Educ</addtitle><date>2024-06-01</date><risdate>2024</risdate><volume>34</volume><issue>3</issue><spage>589</spage><epage>599</epage><pages>589-599</pages><issn>2156-8650</issn><eissn>2156-8650</eissn><abstract>Purpose
Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic exam for medical students.
Materials/Methods
We ran monthly simulations of two cases (acute stroke and seizure) with resident/fellow SPs. Pre-/post-session surveys assessed students’ self-rated confidence in neurological clinical skills (gathering a history, performing an exam, presenting a case) and knowledge domains. Questions about students’ attitudes about neurology were adapted from a validated assessment tool. Paired
t
-tests were performed for quantitative items. Qualitative thematic analysis identified key themes.
Results
Sixty-one students participated. Post-session, students reported significantly higher self-confidence in all neurological clinical skills and knowledge domains (
p
< 0.002). Greater than ninety-five percent agreed the session met the learning objectives; 95% recommended it to others. Resident/fellow SPs were cited as the most effective educational component. Students appreciated evaluating acute emergencies and reported an increased interest in neurology careers.
Conclusions
A case-based simulation curriculum with neurology trainees portraying the SP increased students’ self-reported knowledge, skills, and confidence in managing neurological emergencies. Our intervention may improve medical student neurology education and increase interest in the field. Future research should evaluate clinical skills objectively.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>38887414</pmid><doi>10.1007/s40670-024-02016-w</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0003-1599-3271</orcidid></addata></record> |
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| ispartof | Medical science educator, 2024-06, Vol.34 (3), p.589-599 |
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| source | Springer Nature - Complete Springer Journals |
| subjects | Education Medical Education Original Research |
| title | Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students |
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