Track: Education: quality improvement; best practice; curricular changes; student outcomes; and/or innovative projects educators use with any type of learners
Bringing simulation into the classroom: Effects on knowledge and satisfaction
The aims of this mixed-methods study were to: 1) determine if simulations shown in the classroom increase participant cognitive knowledge and 2) explore student perceptions of in-class simulation observations. The efficacy of using in-class simulations as a teaching strategy is understudied. The findings of this study add to the body of knowledge regarding in-class simulations, which can be used to improve student learning. For the quantitative study, students from two cohorts were analyzed. The independent variable (IV) was the addition of in-class simulation observation and debriefing in addition to traditional lecture-based teaching (N=125). The comparative group of students received their content only via traditional lectured-based format (N=122). The dependent variable (DV) was the score that study participants achieved on thirteen exam questions, based on the content covered in the in-class simulations. Results favored those students who had the in-class simulation and debriefing. For the qualitative study, study participants who received the in-class simulations were asked to complete a brief on-line survey about their perceptions of in-class simulation. Fifty-nine of 125 students responded. Survey results indicated 86.4% study participants perceived in-class simulation debriefing as a positive learning experience. In moving toward a more active-learning approach, in-class simulation in conjunction with lecture is a recommendation as an evidence-based way to improve student exam scores. Final outcome: Observation of in-class simulation increases participant cognitive knowledge.
Upon completion, the participant will be able to evaluate if this simulation is reproducible in their teaching environment using the simulation design data.
Upon completion, the participant will be able to determine if in-class simulation would benefit their students after implementation using the quantitative research testing data.
Upon completion, the participant will be able to recognize in-class simulation as an effective active learning strategy using the presented qualitative student feedback.