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Mirror, Mirror on the Wall: the Effect of a Longitudinal Simulation Curriculum on Student Clerkship Satisfaction
Background: Third-year clerkship evaluations at our institution indicate
dissatisfaction with hands-on experience and faculty continuity. We
developed a longitudinal simulation curriculum where faculty members were
paired with small student groups.
Methods: For the 2015-2016 academic year, our three-part
simulation curriculum incorporated GTA (Gynecologic Teaching Associate) exams,
suturing with BOSS-platforms, and vaginal delivery with the Noelle™ Birth
Simulator. The same preceptor facilitated each session.
Results: Students (n=144) used a 5-point Likert scale to score
the sessions’ usefulness for their learning. GTA and vaginal
delivery sessions received mean scores of 4.00±0.8 and 2.86±1.08.
Comments conveyed dissatisfaction with the “reality” of Noelle™. Suturing
mean scores were similar; however, comments indicated that these were
particularly valued sessions. While the majority of students (>60%)
found each simulation exercise to be “mostly useful” to “essential;” this
increased to over 70% for suturing. Twenty-five percent (36/144) reported that their
longitudinal preceptor was helpful outside of the scheduled sessions.
Overall faculty involvement scores remained similar to the previous year.
Twenty-one percent of students reported that they only shadowed in the
clinical setting, which was similar to the previous year.
Discussions: The majority of students found this simulation curriculum
useful. However, having a longitudinal program did not translate into
improved clerkship evaluations of overall attending involvement in teaching and
student involvement in active patient care. Students desire
authentic clinical experiences and meaningful faculty interaction.
Simulation and structured faculty interactions alone cannot satisfy this
Development/Evaluation, Instructional Materials/Methods, Simulation, Teaching
CREOG & APGO Annual Meeting, 2017, Faculty, Clerkship Director, Clerkship Coordinator, Patient Care, Interpersonal & Communication Skills, UME, Simulation, Standardized Patient,