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9th Annual Meeting 
of the 
International Association of Medical Science Educators 

July 14-19, 2005
 

Abstract Category: Innovation & Technology

Poster ID: IT13

DEVELOPMENT OF A LABORATORY/CONFERENCE USING A HUMAN SIMULATOR, A V-TEL SYSTEM AND A TEAM BASED LEARNING APPROACH

Nancy R. Stevenson, Ph.D.*, Mordechai Bermann, MD., Claire B. O’Connell,MPH, PA-C, Stephen P. McKenzie, MS, PA-C, Matthew A. McQuillan, MS, PA-,C Carol J.Sadley Med, PA-C, William J. Hamilton, Willizm Zehrin ,Ph.D. and Jill Reichman, MPH, PA-C.  UMDNJ-Robert Wood Johnson Medical School , 675 Hoes Lane , Piscataway NJ , 08854

 With the new technology and equipment it is possible to develop interesting and innovative teaching formats that stimulate student learning.  At RWJMS, we have been addressing ways to utilize our clinical faculty and other resources from our various campuses in a cost and time effective manner and to enrich and improve the medical physiology teaching for our first year medical and physician assistant students.  In this pilot project we simulated a set of cardiovascular or pulmonary events on the human simulator and transferred the images and sounds from the hospital to the medical school via a standards based videoconferencing system.  There was two-way oral and visual communication between the two sites.  This material served as the basis of a cardiovascular and a pulmonary laboratory/conference.

This project involved 46 PA students, divided into 7 small groups.  The 2 sessions, held 1 month apart, were patterned on a team-based learning approach.  There was a major facilitator for both sessions with several individuals helping and observing the sessions.  The physiology content was taken from our normal small group material which was presented to the rest of the class in a traditional, paper case, small group.  The images of the simulator, monitor, X-ray view box and medical staff were projected on a large screen in the front of the auditorium.  As the case evolved, copies of the clinical data and questions were given to the students.  Four questions based on each conference were included on the PA student’s exams.  The rest of the exam questions were the same for all students.  At the end of the semester, the PA student’s exam scores on each section of the course will be compared with that of the rest of the class to see if there is any objective change in student learning related to these conferences

After each session, students and observers were asked to complete evaluations.  These included questions on the role of the simulator and V-Tel system as well as questions on the usefulness of the team-based learning approach for the student’s personal learning and for engaging students in the learning process.  Questions were answered on a 1 [least positive] to 5 [most positive] scale.  The average students’ evaluation of both conferences was 3 or better and the responses to the second conferences were slightly better than the first one.  In the second conference, 85 to 97% of the class rated factors related to the simulator and V-Tel as 4 or 5 and 75 - 85% of the class rated factors related to individual learning and engagement in the learning process as 4 or 5.

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