Event Title
Using robotic mannikin simulation to improve student learning
Location
Marder
Format
Podium Presentation
Start Date
26-1-2013 10:40 AM
End Date
26-1-2013 11:10 AM
Abstract
INTRODUCTION: Medical students are required to learn and understand a variety of concepts and skills to practice medicine. Traditionally, lecture based learned has been the primary education model used. However, novel ways are currently available to institutions to involve interactive learning which reflects the switch to competency based learning in the health professions. Not only is learning critical but retention and application of knowledge is paramount. We wanted to determine the impact of a more innovative approach to learning.
PURPOSE: Since NSU-COM has a robotic simulation clinic, we wanted to know if integrating this model of learning into the medical school curriculum would have an impact on student learning.
METHODOLOGY: Physicians will develop patient clinical cases which reflect common diseases. The cases will be programmed into the simulated mannikin. Students will work in small groups with a physician in the simulation clinic. Students will apply both content and clinical skills to improve the patient’s disease state.
RESULTS: Students were extremely interested and involved with the simulated patients and were able to better apply concepts learned in content lectures. Many students commented how great the experience is and that they learned more in 2 hours of hands on learning than did in many more hours of lecture based learning.
CONCLUSIONS: Using robotic simulation mannikin had a very positive effect on the students’ active involvement in patient care and the ability to learn and understand information. Using this innovative tool to teach health professions students should be continued on a larger scale with research on long-term retention of knowledge and skills learned by the students in this type of learning environment.
Using robotic mannikin simulation to improve student learning
Marder
INTRODUCTION: Medical students are required to learn and understand a variety of concepts and skills to practice medicine. Traditionally, lecture based learned has been the primary education model used. However, novel ways are currently available to institutions to involve interactive learning which reflects the switch to competency based learning in the health professions. Not only is learning critical but retention and application of knowledge is paramount. We wanted to determine the impact of a more innovative approach to learning.
PURPOSE: Since NSU-COM has a robotic simulation clinic, we wanted to know if integrating this model of learning into the medical school curriculum would have an impact on student learning.
METHODOLOGY: Physicians will develop patient clinical cases which reflect common diseases. The cases will be programmed into the simulated mannikin. Students will work in small groups with a physician in the simulation clinic. Students will apply both content and clinical skills to improve the patient’s disease state.
RESULTS: Students were extremely interested and involved with the simulated patients and were able to better apply concepts learned in content lectures. Many students commented how great the experience is and that they learned more in 2 hours of hands on learning than did in many more hours of lecture based learning.
CONCLUSIONS: Using robotic simulation mannikin had a very positive effect on the students’ active involvement in patient care and the ability to learn and understand information. Using this innovative tool to teach health professions students should be continued on a larger scale with research on long-term retention of knowledge and skills learned by the students in this type of learning environment.
