Flipped Simulation: A Prospective Cohort Study Challenging the Traditional Approach to High-fidelity Medical Simulation (1090-003637) (Developmental Research Projects: Sim Methods and Learning Theory (By Invitation Only))
Start time: Tuesday, February 2, 2021, 4:00 PM End time: Tuesday, February 2, 2021, 5:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Medical trainees have traditionally participated in high-fidelity simulation without forewarning of the clinical scenario that they will encounter. This approach precludes participants from studying pertinent materials preceding the session. In contrast, other avenues of medical education are increasingly utilizing the flipped classroom model, in which trainees learn independently using self-directed resources before convening to apply their knowledge in a collaborative environment. While studies have shown that this approach is superior to the traditional lecture-based model of medical education,[3-5] evidence remains sparse regarding the impact of applying the flipped classroom model to medical simulation. In this study, we aim to address the following research question: Do medical trainees learn more effectively from high-fidelity simulation if they are provided pertinent learning materials to review prior to the simulation session?
We plan to conduct a prospective cohort study in which PGY-1 residents at a tertiary care center complete two high-fidelity simulations between 7/1/20-12/31/20. Participants will be divided into two groups of similar size and sex ratio. The test group will receive pertinent learning materials 7-14 days before the first simulation, while the control group will not. All participants will complete a simulation focused on managing an upper gastrointestinal bleed (UGIB) with 1-2 members of the same group. After the session, the control group will be sent the materials previously sent to the test group. Fourteen to 28 days later, participants will again complete a simulation focused on managing an UGIB. For both sessions, PGY-2 and PGY-3 residents will evaluate participants by tracking clinical milestones and completing surveys evaluating participant performance. Likewise, participants will complete surveys after each session measuring their perception of their performance and knowledge.
We anticipate that our study population will consist of 30 PGY-1 residents. The test and control group will each include 15 participants. We predict that members of the test group will complete more clinical milestones and resuscitate the virtual patient faster than residents in the control group during the first and second simulation sessions. Likewise, we suspect that supervising residents will perceive members of the test group to be more confident, require less support, and perform overall better than members of the control group for both sessions. We anticipate that participants in the test group will cite increased enjoyment and confidence during the sessions, as well as increased comfort managing a similar situation going forward. Lastly, we predict that participants in the test group will display more participation and more advanced clinical reasoning during debrief sessions. Statistics will be calculated via t-test and Mann-Whitney U test, as appropriate.