Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning

Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning

Blog Article

Lawrence F Borges,1 Jamie M Robertson,2 Steven M Kappler,3 Suresh K Venkatan,4 David X Jin,5 Edward L Barnes,6 Farouc A Jaffer,7 Fidencio L Saldana,8 David M Dudzinski,4,7 Ada C Stefanescu Schmidt,7 Douglas E Drachman,7 Michael N Young,9 Emily M Hayden,10 Stephen R Pelletier,11 Helen M Shields5 1Division of Gastroenterology, Mount Auburn Hospital and Harvard Medical School, Cambridge, MA, USA; 2Department of Surgery, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 3Cleveland Clinic Digestive Diseases Center, Port St.Lucie, FL, USA; 4Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA; 5Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 6Division of Gastroenterology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA; footjoy weste herren 7Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA; 8Division of Cardiovascular Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA; 9Cardiology Division, Dartmouth-Hitchcock Medical Center and Geisel School of Medicine, Lebanon, NH, USA; 10Department of Emergency Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA; 11Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USACorrespondence: Lawrence F BorgesDivision of Gastroenterology, Mount Auburn Hospital and Harvard Medical School, 330 Mt.Auburn Street, Suite # 405, Cambridge, MA 02138, USATel +1 (617) 498-9550Fax +1 (617) 498-9561Email Lawrence.

Borges@mah.orgPurpose: Medical school simulations are often designed for a limited number of students to maximize engagement and learning.To ensure that all first-year medical students who wished to join had an opportunity to participate, we designed a novel method for larger groups.

Patients and Methods: We devised a low technology “Orchestra Leader’s” chart approach to prominently display students’ roles, chosen by lottery.During simulation, the chart was mounted on an intravenous pole and served as a group organizational tool.A course instructor prompted students using the chart to accomplish the course objectives in a logical order.

Real-life cardiologists and gastroenterologists provided the students with expert subspecialty consultation.We analyzed 125 anonymous student evaluation ratings for 3 years (2017– 2019) with a range of 8 to 19 students per laboratory session.Results: Our 2017– 2019 larger group sessions were all rated as excellent popularfilm.blog (1.

26, Mean, SD ±.510) on the Likert scale where 1.0 is excellent and 5.

0 is poor.There were no statistically significant differences in overall ratings among the 2017, 2018 and 2019 sessions.The subspecialists were uniformly rated as excellent.

Verbatim free-text responses demonstrated resounding student appreciation for the role assignment by lottery method.Conclusion: We designed a novel, “Orchestra Leader’s” chart approach for accommodating larger groups in a multidisciplinary simulation laboratory using role assignment by lottery, roles depicted on an organizational chart, and expert instructor prompting.Our consistently excellent ratings suggest that our methods are useful for achieving well-rated larger group simulation laboratories.

Keywords: medical student, manikin, large group simulation, gastroenterology, cardiology.