Effective and Feasible Simulation-Based Procedural Training for Medical Students

Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback

Serkan Toy, Robert McKay, Randy Eilert, Justin Sandall

Research output: Contribution to journalArticle

Abstract

Limited opportunity for teaching patient-care skills in clinical settings has increased the need for simulation training in medical education. However, this modality may be hard to sustain because of extensive time requirements and potential scheduling conflicts. The authors conducted a pilot randomized study to compare the immediate and long-term effects of using instructional video with self-directed practice to those of using simulation training with expert feedback. The results are promising for the use of instructional video–guided, self-directed deliberate practice; however, future studies with a larger sample from multiple institutions should replicate this study to confirm these results.

Original languageEnglish (US)
Pages (from-to)35-39
Number of pages5
JournalMedical Science Educator
Volume29
Issue number1
DOIs
StatePublished - Mar 15 2019

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Medical Students
medical student
video
expert
simulation
Clinical Competence
Medical Education
patient care
scheduling
Patient Care
Teaching
education
Simulation Training
time

Keywords

  • Instructional video guided learning
  • Medical education
  • Simulation-based procedural training

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

Cite this

Effective and Feasible Simulation-Based Procedural Training for Medical Students : Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback. / Toy, Serkan; McKay, Robert; Eilert, Randy; Sandall, Justin.

In: Medical Science Educator, Vol. 29, No. 1, 15.03.2019, p. 35-39.

Research output: Contribution to journalArticle

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