Novice Medical Students Improve Knowledge and Comfort in EPA 10 After Early Simulated Clinical Experiences

Anna Nelson, Simran Vahali, Joshua G. Kornegay, Amber Lin, Lalena Yarris

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The authors’ curricular goal was to develop, pilot, and evaluate an educational intervention designed to train incoming medical students on entrustable professional activity (EPA) 10, the recognition, and evaluation of a patient requiring emergent care. The authors hypothesized that this intervention would be feasible and acceptable to learners and would increase self-reported comfort with the functions of EPA 10. This was an observational, cross-sectional study of first-year medical students. Students completed a group introduction to EPAs followed by four low-fidelity simulation stations, including the following: (1) a case-based vital signs module, (2) a standardized patient encounter involving altered mental status after syncope, (3) a simulated trauma patient evaluation, and (4) a team-based learning scenario designed to teach and assess closed-loop communication when caring for a pulseless patient. The primary outcomes were feasibility, learner acceptability, and pre- and post-intervention learner comfort and knowledge. Descriptive statistics were calculated; Wilcoxon rank-sum tests were used to test for a significant difference in pre- and post-intervention responses. 147/147 responses were collected (100% response rate). This innovative curriculum was feasible to develop and implement. Students reported improvement in comfort in all EPA 10-related functions. Free-text comments revealed that learners enjoyed the simulation experience, felt safe in the training environment, and reported increased awareness of their roles and limitations as providers. In conclusion, novice medical students who completed early simulated clinical cases reported increased comfort with functions directly related to entrustment for EPA 10. This type of workplace simulation training was feasible to implement and well-received by learners.

Original languageEnglish (US)
Pages (from-to)509-514
Number of pages6
JournalMedical Science Educator
Volume27
Issue number3
DOIs
StatePublished - Sep 1 2017

Fingerprint

Medical Students
medical student
Nonparametric Statistics
Teach-Back Communication
experience
Students
simulation
Vital Signs
Syncope
Workplace
Curriculum
Cross-Sectional Studies
Learning
first-year student
descriptive statistics
evaluation
cross-sectional study
trauma
Wounds and Injuries
workplace

Keywords

  • Competency based medical education
  • Entrustable professional activities
  • Medical students
  • Simulation

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Cite this

Novice Medical Students Improve Knowledge and Comfort in EPA 10 After Early Simulated Clinical Experiences. / Nelson, Anna; Vahali, Simran; Kornegay, Joshua G.; Lin, Amber; Yarris, Lalena.

In: Medical Science Educator, Vol. 27, No. 3, 01.09.2017, p. 509-514.

Research output: Contribution to journalArticle

@article{d1de94bb93c64662a7371e0bc474fe36,
title = "Novice Medical Students Improve Knowledge and Comfort in EPA 10 After Early Simulated Clinical Experiences",
abstract = "The authors’ curricular goal was to develop, pilot, and evaluate an educational intervention designed to train incoming medical students on entrustable professional activity (EPA) 10, the recognition, and evaluation of a patient requiring emergent care. The authors hypothesized that this intervention would be feasible and acceptable to learners and would increase self-reported comfort with the functions of EPA 10. This was an observational, cross-sectional study of first-year medical students. Students completed a group introduction to EPAs followed by four low-fidelity simulation stations, including the following: (1) a case-based vital signs module, (2) a standardized patient encounter involving altered mental status after syncope, (3) a simulated trauma patient evaluation, and (4) a team-based learning scenario designed to teach and assess closed-loop communication when caring for a pulseless patient. The primary outcomes were feasibility, learner acceptability, and pre- and post-intervention learner comfort and knowledge. Descriptive statistics were calculated; Wilcoxon rank-sum tests were used to test for a significant difference in pre- and post-intervention responses. 147/147 responses were collected (100{\%} response rate). This innovative curriculum was feasible to develop and implement. Students reported improvement in comfort in all EPA 10-related functions. Free-text comments revealed that learners enjoyed the simulation experience, felt safe in the training environment, and reported increased awareness of their roles and limitations as providers. In conclusion, novice medical students who completed early simulated clinical cases reported increased comfort with functions directly related to entrustment for EPA 10. This type of workplace simulation training was feasible to implement and well-received by learners.",
keywords = "Competency based medical education, Entrustable professional activities, Medical students, Simulation",
author = "Anna Nelson and Simran Vahali and Kornegay, {Joshua G.} and Amber Lin and Lalena Yarris",
year = "2017",
month = "9",
day = "1",
doi = "10.1007/s40670-017-0421-5",
language = "English (US)",
volume = "27",
pages = "509--514",
journal = "Medical Science Educator",
issn = "2156-8650",
publisher = "Springer New York",
number = "3",

}

TY - JOUR

T1 - Novice Medical Students Improve Knowledge and Comfort in EPA 10 After Early Simulated Clinical Experiences

AU - Nelson, Anna

AU - Vahali, Simran

AU - Kornegay, Joshua G.

AU - Lin, Amber

AU - Yarris, Lalena

PY - 2017/9/1

Y1 - 2017/9/1

N2 - The authors’ curricular goal was to develop, pilot, and evaluate an educational intervention designed to train incoming medical students on entrustable professional activity (EPA) 10, the recognition, and evaluation of a patient requiring emergent care. The authors hypothesized that this intervention would be feasible and acceptable to learners and would increase self-reported comfort with the functions of EPA 10. This was an observational, cross-sectional study of first-year medical students. Students completed a group introduction to EPAs followed by four low-fidelity simulation stations, including the following: (1) a case-based vital signs module, (2) a standardized patient encounter involving altered mental status after syncope, (3) a simulated trauma patient evaluation, and (4) a team-based learning scenario designed to teach and assess closed-loop communication when caring for a pulseless patient. The primary outcomes were feasibility, learner acceptability, and pre- and post-intervention learner comfort and knowledge. Descriptive statistics were calculated; Wilcoxon rank-sum tests were used to test for a significant difference in pre- and post-intervention responses. 147/147 responses were collected (100% response rate). This innovative curriculum was feasible to develop and implement. Students reported improvement in comfort in all EPA 10-related functions. Free-text comments revealed that learners enjoyed the simulation experience, felt safe in the training environment, and reported increased awareness of their roles and limitations as providers. In conclusion, novice medical students who completed early simulated clinical cases reported increased comfort with functions directly related to entrustment for EPA 10. This type of workplace simulation training was feasible to implement and well-received by learners.

AB - The authors’ curricular goal was to develop, pilot, and evaluate an educational intervention designed to train incoming medical students on entrustable professional activity (EPA) 10, the recognition, and evaluation of a patient requiring emergent care. The authors hypothesized that this intervention would be feasible and acceptable to learners and would increase self-reported comfort with the functions of EPA 10. This was an observational, cross-sectional study of first-year medical students. Students completed a group introduction to EPAs followed by four low-fidelity simulation stations, including the following: (1) a case-based vital signs module, (2) a standardized patient encounter involving altered mental status after syncope, (3) a simulated trauma patient evaluation, and (4) a team-based learning scenario designed to teach and assess closed-loop communication when caring for a pulseless patient. The primary outcomes were feasibility, learner acceptability, and pre- and post-intervention learner comfort and knowledge. Descriptive statistics were calculated; Wilcoxon rank-sum tests were used to test for a significant difference in pre- and post-intervention responses. 147/147 responses were collected (100% response rate). This innovative curriculum was feasible to develop and implement. Students reported improvement in comfort in all EPA 10-related functions. Free-text comments revealed that learners enjoyed the simulation experience, felt safe in the training environment, and reported increased awareness of their roles and limitations as providers. In conclusion, novice medical students who completed early simulated clinical cases reported increased comfort with functions directly related to entrustment for EPA 10. This type of workplace simulation training was feasible to implement and well-received by learners.

KW - Competency based medical education

KW - Entrustable professional activities

KW - Medical students

KW - Simulation

UR - http://www.scopus.com/inward/record.url?scp=85061919997&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85061919997&partnerID=8YFLogxK

U2 - 10.1007/s40670-017-0421-5

DO - 10.1007/s40670-017-0421-5

M3 - Article

VL - 27

SP - 509

EP - 514

JO - Medical Science Educator

JF - Medical Science Educator

SN - 2156-8650

IS - 3

ER -