Location
Walsh A
Proposal Track
Practice Report
Session Format
Presentation
Abstract
A new multi-modality pathophysiology simulation was developed for second year medical students, in order to integrate basic sciences into clinical medicine prior to students’ clerkship experiences. A congestive heart failure case was introduced into the Physical Diagnosis course, allowing students to collect subjective data from a standardized patient actor, then to conduct a physical examination on a high fidelity manikin. By applying a theoretical framework of situated cognition, faculty were able to demonstrate the physiological processes the simulated patient was experiencing, allowing students to learn the content within the context where they will apply their knowledge during their clinical experiences. The exercise concluded with a multi-disciplinary panel discussion of etiology, epidemiology, and appropriate treatment for the patient. Post-experience survey responses were received by 168 of the 191 students. The experience was well received, with 46% agreeing and 33% strongly agreeing that the simulation reflected a realistic situation. The multi-disciplinary panel discussion was seen as useful by 82% of the students. Qualitative data presented strong support and interest by students to continue learning pathology through simulation before their clinical training. The integration of simulation cases into basic can provide a contextualized learning experience in pre-clerkship years.
Keywords
simulation, medical education, situated cognition
Recommended Citation
Wood, Elena; Payne, Anthony; Brown, Shilpa; Wyatt, Tasha R.; and Kleinheksel, A.J., "Introducing Simulation Through a Situated Cognition Framework to Integrate Physiology Into Clinical Medicine" (2017). Georgia Educational Research Association Conference. 46.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/46
Included in
Introducing Simulation Through a Situated Cognition Framework to Integrate Physiology Into Clinical Medicine
Walsh A
A new multi-modality pathophysiology simulation was developed for second year medical students, in order to integrate basic sciences into clinical medicine prior to students’ clerkship experiences. A congestive heart failure case was introduced into the Physical Diagnosis course, allowing students to collect subjective data from a standardized patient actor, then to conduct a physical examination on a high fidelity manikin. By applying a theoretical framework of situated cognition, faculty were able to demonstrate the physiological processes the simulated patient was experiencing, allowing students to learn the content within the context where they will apply their knowledge during their clinical experiences. The exercise concluded with a multi-disciplinary panel discussion of etiology, epidemiology, and appropriate treatment for the patient. Post-experience survey responses were received by 168 of the 191 students. The experience was well received, with 46% agreeing and 33% strongly agreeing that the simulation reflected a realistic situation. The multi-disciplinary panel discussion was seen as useful by 82% of the students. Qualitative data presented strong support and interest by students to continue learning pathology through simulation before their clinical training. The integration of simulation cases into basic can provide a contextualized learning experience in pre-clerkship years.
