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Am J Pharm Educ. 2011 Aug 10;75(6):113. doi: 10.5688/ajpe756113.

Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

Author information

1
Philadelphia College of Pharmacy, University of the Sciences, PA 19104, USA. l.curtin@usciences.edu

Abstract

OBJECTIVE:

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation.

DESIGN:

Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input.

ASSESSMENT:

A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation.

CONCLUSION:

The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

KEYWORDS:

active learning; advanced cardiac life support; instructional design; resuscitation; simulation

PMID:
21931451
PMCID:
PMC3175673
DOI:
10.5688/ajpe756113
[Indexed for MEDLINE]
Free PMC Article

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