Asthma
Conditions
Brief summary
Bedside clinical case learning, such for respiratory distress, represent a challenge for medical teachers, especially in critical conditions. In fact, this kind of learning implicate the presence of an appropriate case (the patient itself), framework and may be time consuming which could compromise the patient's safety and wellbeing. New pedagogic tools have emerged to strengthen the medical reasoning and the acquisition of knowledge. in recent years, the development of medical simulation has found a growing interest in the medical teaching field. Contextualization, reproducibility and reliability are the characteristics of high-fidelity simulation (HFS) which guarantee a lifetime experience of clinical conditions without putting at risk patient's safety and comfort. The aim of this study is to assess the impact of HFS on fifth year medical students learning skills in the assessement and management of an acute asthma attack in the emergency room, and to compares it to other modern teaching tools such as video-case
Interventions
A HFS session for an asthma attack require: * a 5 minutes briefing session: case and equipments presentation and choice of participants * 15 minutes of actual simulation * 40 minutes of debriefing A pre and a post test will be taken by the students before and after the session and a satisfaction questionnaire at the end of the course. Also, another test will be done after 7 days of the course.
OTHERVideo case
a video case (or video box) session in which students will attend a video-projection of a real case of an asthma attack and discuss with the trainer the different steps of the assessement and management of an asthma attack. A pre and a post test will be taken by the students before and after the session and a satisfaction questionnaire at the end of the course. Also, another test will be done after 7 days of the course.
Sponsors
University of Monastir
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* all fifth year medical students allocated to the one month internship period in the emergency departement.
Exclusion criteria
* students refusing to participate in the protocol.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Difference between the pre and the post-test scores in each group (delta Score) | Just before the teaching course (baseline) and one hour later | The difference between the pre and the post-test scores is calculated as follow: delta score = post-test score - pre-test score |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Late performance score | 7 days after the teaching course | This score is calculated based on a test taken 7 days after the teaching course to assess the students memory of the clinical case and acquired knowledge. |
| Level of satisfaction | one hour after the teaching course | A five point likert scale is given to each student to assess their level of satisfaction regarding the teaching technique. |
Countries
Tunisia
Outcome results
None listed