Scholarlink

<p>The aim of this study was to compare different methods of patient education for medical students. A prospective study involving 5th and 6th year medical students that were assigned to three groups paediatric primary care (group 1), paediatric intensive care (group 2), and paediatric emergency (group 3). All groups received the same theoretical training in patient education. Additionally, group 1 received practical training in patient education with patients, group 2 received practical training in patient education with simulation, and group 3 did not receive any practical training in patient education. A theoretical pre- and post-training assessment and a practical simulation assessment were performed. Furthermore, the students evaluated their practical performance. Results between the three groups and the assessment by the students and their teachers were compared. After theoretical training, all groups improved their theoretical knowledge (mean [SD]) (pretest 8.0[0.1]; posttest 9.3[0.0]; <i>p</i> &lt; 0.001). In the practical evaluation, group 2 students obtained a higher evaluation (8.1[0.1]) than group 1 (7.4[0.1]) and group 3 (7.1[0.1]). <i>p</i> &lt; 0.05). The students’ self-assessment was higher (8.2[0.1]) than that of the researchers (7.6[0.1]; <i>p</i> &lt; 0.001). Our results show that combining theoretical lessons with simulation-based learning is the best method to reach practical competencies in patient education for medical students.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Simulation based learning as a strategy for patient education training in medical students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月15日

查看全文
  • M. Aparicio,
  • J. López-Herce,
  • N. Montalvo,
  • M. J. Solana,
  • P. Vázquez,
  • S. Mencía,
  • Jesus López-Herce

摘要

The aim of this study was to compare different methods of patient education for medical students. A prospective study involving 5th and 6th year medical students that were assigned to three groups paediatric primary care (group 1), paediatric intensive care (group 2), and paediatric emergency (group 3). All groups received the same theoretical training in patient education. Additionally, group 1 received practical training in patient education with patients, group 2 received practical training in patient education with simulation, and group 3 did not receive any practical training in patient education. A theoretical pre- and post-training assessment and a practical simulation assessment were performed. Furthermore, the students evaluated their practical performance. Results between the three groups and the assessment by the students and their teachers were compared. After theoretical training, all groups improved their theoretical knowledge (mean [SD]) (pretest 8.0[0.1]; posttest 9.3[0.0]; p < 0.001). In the practical evaluation, group 2 students obtained a higher evaluation (8.1[0.1]) than group 1 (7.4[0.1]) and group 3 (7.1[0.1]). p < 0.05). The students’ self-assessment was higher (8.2[0.1]) than that of the researchers (7.6[0.1]; p < 0.001). Our results show that combining theoretical lessons with simulation-based learning is the best method to reach practical competencies in patient education for medical students.