Sara Nikolic, Mirjam Mocnik, Sebastjan Bevc
Background: Simulation has been widely adopted as a training and assessment tool in medical education. The aim of our research was to investigate an influence of hybrid simulation on the students’ success at bladder catheterization (BC) procedure, on the knowledge retention and communication with patient-actors. We were interested in the impact of BC protocol repetition and real life clinical experience of BC on the result of BC procedure on the model as well as hybrid model. We also wanted to determine students' opinion about the usefulness of learning by simulation.
Methods: Repeated measures design was used. 28 students were trained during the workshop to perform BC procedure on the different model and assessed by an objective structured clinical examination (OSCE). They were randomly divided into 2 groups (control group: model of the body part (manikin) and research group: hybrid simulator model (HSM)). The first OSCE was done 6 weeks and the second OSCE 12 weeks after training. Students completed questionnaires on learning by simulation.
Results: Students performed statistically significantly better at OSCE 2 independent of simulation environment (p<0.001 for male HSM and p=0.023 for female HSM in research group, p<0.001 for male manikin, p=0.014 for female manikin in control group). Research group students have better results than control group but the difference was not statistically significant. Communication errors were less common within research group, especially at OSCE 1. Students assessed hybrid simulation as more useful (p=0.022) than a regular manikin model simulation.
Conclusions: HSM provides medical students with quality learning of BC procedure. Hybrid simulation improves communication with patient-actor and students perceive it as useful.
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