A simulator-based curriculum to promote comparative and reflective analysis in an internal medicine clerkship.

摘要: Purpose To develop and evaluate a novel curricular framework using high-fidelity patient simulation in an internal medicine clerkship. Method Two 90-minute simulator-based modules of ischemic heart failure hypoxemic respiratory were developed from adult experiential learning principles. Three short simulated cases focused on each pathophysiologic concept intermixed with two teaching sessions period comparative analysis. In 2002–03, the program was piloted among 90 third-year medical students at Harvard Medical School assigned to complete their core An entry follow-up questionnaires used assess process. The instructors conducted quantitative qualitative data analysis directly observed students’ performances. Results Instructors consistently noted ability appropriately extract history, perform basic examination, order appropriate tests. However, demonstrated repeated errors application knowledge clinical circumstance. A final discussion essential new recognized this integrative as most critical component exercise. Every student reported experience useful. Ninety-four percent (n = 85) felt simulator should become routine part clerkship 68% 71) desired three or more during Conclusions Simulator-based are feasible can successfully complement existing curricula. By comparing similar compressed time frame, may achieve enhanced efficiencies reflective meta-cognitive learning. As is increasingly available, such curriculum represent valuable additions educational environment.