USE OF ROBOTIC SIMULATION IN PRE-CLINICAL
EDUCATION: A PEER TEACHING PROGRAM IN A SYSTEMS-BASED CURRICULUM
Coleman, Keel, McHugh, Robert & Savidge, Mildred
A. Ph.D.* University of New England College of Osteopathic Medicine,
Biddeford, ME 04005, USA
Using the METI Human Patient Simulator and the
Laerdal SimMan, students at the
University
of
New England
have developed an innovative program uniting the curriculum for second
year medical students with emergent case presentations. This program is
currently run entirely by students who are members of the Emergency
Medicine club, with help from the simulator technician, and clinical
faculty oversight. The program provides two levels of involvement, that of
the participants, and that of the case authors.
Participants in the case gain a better understanding of human
physiology, tests and lab interpretation, appropriate treatment
interventions and proper admission and consultation decision, while also
solidifying their learning about the system connected with the case.
The student who writes and facilitates the case is responsible for
case presentation, labs, imaging, and interventions related to the case,
as well as anticipating the consequences of both appropriate and
inappropriate interventions that may be employed by the participants. The
case creator develops each patient presentation based upon the given
curriculum objectives for a given system block. Clinical faculty members
review the cases to assure the accuracy of all aspects the scenario. By
placing the student participants in the role of physician providers in an
Emergency Department, these simulations create a dynamic, realistic
clinical situation testing the students’ clinical knowledge and ability
to negotiate physiological reactions to treatment and evolving pathology.
Participants must accurately assess, order and interpret diagnostic
testing, formulate a differential diagnosis, treat and iterate a
disposition plan. Treatment procedures are incorporated as necessary for
the given case and have included endotracheal intubation, needle
decompression, pericardiocentisis, and defibrillation. This innovative use
of simulators engages the pre-clinical learner, enabling them to gain
familiarity with presentations, therapies, and dispositions they would
ordinarily not experience until their clerkship or post-graduate years.
Overall, students have indicated that they found this to be an
excellent learning experience. This presentation provides an extended
description of the program, examples of scenarios used for the
simulations, and results of a survey designed to assess student reactions
and beliefs about the utility of participation in this program to their
overall clinical education, as well as their suggestions for improvement.
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