{"title":"印度呼吸生理学高分和低分医科一年级学生的模拟教学与传统小组教学:一项随机对照试验","authors":"Nalini Yelahanka Channegowda, Dinker Ramanand Pai, Shivasakthy Manivasakan","doi":"10.3352/jeehp.2025.22.8","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.</p><p><strong>Methods: </strong>A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.</p><p><strong>Results: </strong>The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.</p><p><strong>Conclusion: </strong>This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.</p>","PeriodicalId":46098,"journal":{"name":"Journal of Educational Evaluation for Health Professions","volume":"22 ","pages":"8"},"PeriodicalIF":9.3000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12012709/pdf/","citationCount":"0","resultStr":"{\"title\":\"Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial.\",\"authors\":\"Nalini Yelahanka Channegowda, Dinker Ramanand Pai, Shivasakthy Manivasakan\",\"doi\":\"10.3352/jeehp.2025.22.8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.</p><p><strong>Methods: </strong>A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.</p><p><strong>Results: </strong>The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.</p><p><strong>Conclusion: </strong>This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.</p>\",\"PeriodicalId\":46098,\"journal\":{\"name\":\"Journal of Educational Evaluation for Health Professions\",\"volume\":\"22 \",\"pages\":\"8\"},\"PeriodicalIF\":9.3000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12012709/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educational Evaluation for Health Professions\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3352/jeehp.2025.22.8\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/2/21 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational Evaluation for Health Professions","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3352/jeehp.2025.22.8","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/21 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial.
Purpose: Although it is widely utilized in clinical subjects for skill training, using simulation-based education (SBE) for teaching basic science concepts to phase I medical students or pre-clinical students is limited. Simulation-based education/teaching is preferred in cardiovascular and respiratory physiology when compared to other systems because it is easy to recreate both the normal physiological component and alterations in the simulated environment, thus a promoting deep understanding of the core concepts.
Methods: A block randomized study was conducted among 107 phase 1 (first-year) medical undergraduate students at a Deemed to be University in India. Group A received SBE and Group B traditional small group teaching. The effectiveness of the teaching intervention was assessed using pre- and post-tests. Student feedback was obtained through a self administered structured questionnaire via an anonymous online survey and by in-depth interview.
Results: The intervention group showed a statistically significant improvement in post-test scores compared to the control group. A sub-analysis revealed that high scorers performed better than low scorers in both groups, but the knowledge gain among low scorers was more significant in the intervention group.
Conclusion: This teaching strategy offers a valuable supplement to traditional methods, fostering a deeper comprehension of clinical concepts from the outset of medical training.
期刊介绍:
Journal of Educational Evaluation for Health Professions aims to provide readers the state-of-the art practical information on the educational evaluation for health professions so that to increase the quality of undergraduate, graduate, and continuing education. It is specialized in educational evaluation including adoption of measurement theory to medical health education, promotion of high stakes examination such as national licensing examinations, improvement of nationwide or international programs of education, computer-based testing, computerized adaptive testing, and medical health regulatory bodies. Its field comprises a variety of professions that address public medical health as following but not limited to: Care workers Dental hygienists Dental technicians Dentists Dietitians Emergency medical technicians Health educators Medical record technicians Medical technologists Midwives Nurses Nursing aides Occupational therapists Opticians Oriental medical doctors Oriental medicine dispensers Oriental pharmacists Pharmacists Physical therapists Physicians Prosthetists and Orthotists Radiological technologists Rehabilitation counselor Sanitary technicians Speech-language therapists.