Teaching first-year medical students physiology: does the human patient simulator allow for more effective teaching?

摘要: BACKGROUND: Although the Human Patient Simulator (HPS) is an effective teaching tool in many medical fields, literature supporting its use of physiology to students lacking. This study investigated effectiveness HPS-based cardiovascular first-year students. METHODS: Two hundred and ten were scheduled our HPS laboratory with purpose demonstrating "physiology action". Students divided into groups 19-25 each, attended a lecture followed by session. Using theatre-type simulator complete mannequin, anaesthesia machine monitors (METI, Sarasota FL), scenarios hypovolaemia, sepsis, cardiac failure run demonstrate physiological changes that occur preload, afterload, contractility. Each student was given true/false test before, again after session, survey their learning experience. RESULTS: There marked improvement scores session (82.1% vs. 64.6%, P < 0.001). Most felt better (94.5%) raised more questions (76.5%) than lectures. They wanted topics be taught this way (96%), as they could apply re-enforce textbook knowledge, visualise real-time changes. However, experience have been enhanced time smaller groups. DISCUSSION: excellent it stimulates curiosity makes knowledge acquisition understanding easier. It highly desirable incorporated physiology.