Traditional Poster Round


The diverse simulation methodologies of teaching children's heart and lung auscultatory skills

Tuesday, May 15
09:45 - 10:45
Location: The Gate, Atrium 3rd Level

Background: : The rapid introduction of simulation technologies into the modern educational process and the variety of simulators raised new questions. Which simulators are the most effective? What methods of teaching lead to the best development of practical skills? How many repetitions are most optimal? We present the results of comparative approaches and various auscultatory simulators in the training of recognizing auscultatory phenomena.

Research Question: : The study aimed to compare the different methodologies of teaching practical skills of the heart and lungs auscultation in children using the simulators "SAMII" and "TUTOR-MS."

Methodology: : Study group - the 2nd year medical students (n=250). There were 3 stages of research: input control, practical skills training for 12 auscultatory phenomena of the heart and lung auscultation and a final exam. All steps were performed by using the simulator "SAMII" (S) and an auscultation simulator TUTOR-MS (T) with a stethoscope (S1, n = 49 and T1, n=54) or an external audio system (EAS) (S2, n = 72 and T2, n=75). Within each group, skills were trained in 3 subgroups with a different number of repetitions: 3, 9 or 12 times. Statistical analysis was performed by Statistica 10.0.

Results: : The entrance control revealed a low level of recognition of auscultatory phenomena: in the S1 the average score was 44.6%, in the S2 - 51.36%, in the T1 - 28.75%, in the T2 - 29.83%. There was no correlation between the results of the input control and the presence of the previous work experience on the simulator (p>0.05). The choice of using a stethoscope or an EAS for input control of auscultatory phenomena did not affect the success of the task (p < 0.01). However, a correlation was found between the result of the entrance control and the current academic performance of students (r = 0.1662, p < 0.01).
Both groups of students (SAMII and TUTOR-MS) had a statistically significant effect on the results of the final control of the skill training frequency (for S1/S2 p < 0.01, for T1/T2 p < 0.05). The best result was noted in the subgroups with the number of repetitions of skills training 9 and 12 times (for S1/S2 p < 0.01, for T1/T2 p < 0.05), and there were no significant differences in learning effectiveness between these subgroups (for S1/S2 p > 0.05, for T1/T2 p > 0.05). The result of the final exam depended on the number of repetitions (3-9-12 times): S1 - 73-81-85%, S2 - 86-97-91%, T1 - 61-81-75%, and T2 - 74-78-80%, respectively.

Discussion/Conclusions: : Using the simulators SAMII and TUTOR-MS in teaching practical skills of the cardiovascular and respiratory systems lead to a significant improvement in recognition of infants', toddlers’ and teenagers' auscultatory phenomena. The SAMII simulator showed the higher learning efficiency. Regardless of the simulator used, a statistically significant increase in acceptance of sound aspects in subgroups with 9 and 12 repetitions was demonstrated. Optimal for the pediatrics auscultation skills’ development is a technique with at least nine repetitions.

Olesia Dogotar

Associate Professor, Department of Simulation Training Center (cardiologist, PhD)
Peoples Friendship University of Russia (RUDN University)
Moscow, Moskva, Russia


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Evgeny Fedorovich. Khynky

Peoples friendship university of Russia (RUDN University)
Moskva, Moskva, Russia


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Arif Bazanaev

Peoples Friendship University of Russia (RUDN University)

Bazanaev Arif Suleymanovich, 6th year student of the Medical Institute RUDN University. I am engaged in scientific works in the Center of Simulation Training.
I present a poster report with the theme: "The diverse methods of learning children's heart and lungs auscultatory skills." The comparison of the efficacy of the distinct methodologies of teaching children's auscultatory skills of the heart and lungs "


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Vitaly Sopetik

Assistant, Department of Simulation Training Center
Peoples Friendship University of Russia (RUDN University)


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David Kessler, MD, MSc

Assistant Professor of Pediatrics
Columbia University College of Physicians and Surgeons
Leonia, NJ

David Kessler, MD, MSc, is a longtime student of the growing art & science of simulation. David’s experience with simulation-based medical education, standardized patients, patient outcome oriented research, quality improvement, and change management has resulted to numerous grant-funded studies and peer-reviewed publications. As the director of clinical simulation for the Pediatric Emergency Medicine Division at Columbia University Medical Center David has focused on leveraging inter-professional simulation (in situ) to grow the culture of safety, strengthen teamwork/communication, and improve patient care. As co-director and one of the co-founders for INSPIRE, (International Network for Simulation-based Pediatric Innovation, Research and Education) an international pediatric research network focused on outcome oriented simulation research in acute care, resuscitation and skills—David has helped to grow a community of practice dedicated to collaboration and mentorship among investigators committed to scholarship in simulation. Personal interests include using simulation to plan and assess new clinical spaces, and integrating innovative technology into healthcare.


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