Reflections of Simulation-Based Education on the National Core Curriculum of Turkey: A Content Analysis
Abstract
Background: Simulation-based education prepares medical students to interact with real patients by resembling real environments. There are a variety of methods in simulation-based education from low-fidelity to high-fidelity, and from basic task trainers to complicated mixed methods. Although it is not specified whether a topic in the national core curriculum is related to simulation-based education or not, the National Core Curriculum draws a general approach for selecting appropriate learning activities in undergraduate medical education. This study aims to reveal adequate simulation methods for the topics in the National Core Curriculum and to present a tool for simulation method selection criteria.
Method: A content analysis was conducted in a qualitative design. The literature review was conducted to deeply understand the principles of simulation-based education and was used as a guide to evaluate the topics in the National Core Curriculum. The content analysis of the National Core Curriculum-2020 was performed to structure a tool for the simulation method selection criteria in undergraduate medical education.
Results: Several simulation methods can be used according to the utilization of medical schools. A total of 20 number main skills were identified as suitable for simulation-based education and methods were matched with these skills with at least three alternatives.
Conclusion: The tool we conducted covers basic to complicated simulation methods that every medical school can adopt according to its facilities. We recommend our tool as a guide in selecting adequate resources while developing simulation-based education in undergraduate medical education.
Keywords
simulation-based education , medical education , medical school
Kaynakça
- 1. Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2013;35(10):e1511-30.
- 2. Popov V, Mateju N, Jeske C, Lewis KO. Metaverse-based simulation: a scoping review of charting medical education over the last two decades in the lens of the 'marvelous medical education machine'. Ann Med. 2024;56(1):2424450.
- 3. Elçin M. Simulation Practices in Undergraduate Medical Education. Turkiye Klinikleri J Med Educ-Special Topics. 2017;2(2):57-64.
- 4. Varghese A, Kumar H, Kathrotia R, Uniyal M, Rao S. High-fidelity, indigenously prepared, low-cost moulage as a valid simulation tool to improve trauma education. Cureus J Med Scie. 2024;16(4).
- 5. Behrens CC, Dolmans DH, Driessen EW, Gormley GJ. 'Dancing with emotions': An Interpretive Descriptive study of facilitators recognition and response to students' emotions during simulation. Med Educ. 2024. Epub 20241012.
- 6. Sochan AJ, Delaney KM, Aggarwal P, Brun A, Popick L, Cardozo-Stolberg S, et al. Closing the trauma performance improvement loop with in-situ simulation. J Surg Res. 2024;302:876-82.
- 7. Pawlowicz E, Kulesza M, Szymanska A, Masajtis-Zagajewska A, Bartczak M, Nowicki M. 'I hear and I forget. I see and I remember. I do and I understand.'- incorporating high-fidelity medical simulation into the undergraduate nephrology course. Renal Failure. 2020;42(1):1184-91.
- 8. El Hussein MT, Hirst SP. High-fidelity simulation's impact on clinical reasoning and patient safety: A scoping review. J Nurs Regul. 2023;13(4):54-65.
- 9. Zheng JJ, Lapu R, Khalid H. Integrating high-fidelity simulation into a medical cardiovascular physiology curriculum. Adv Med Educ Pract. 2020;11:41-50.
- 10. Barry Issenberg S, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10-28.