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Research Article
Tao Zhu
West China Hospital of Sichuan University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
BACKGROUND
Both simulation-based training and video-based training are known to serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training.
METHODS
A total of 120 4th -year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture, after which the participants were required to undertake a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, one week and one month later, respectively. The overall accuracy demonstrated in each test was used to assess the performance of the participants in the interpretation of 5 views selected randomly from a set of 20 cross-sectional views.
RESULTS
No statistically significant differences were observed in the overall accuracy in the pre-test and the post-test between the two groups. However, better overall accuracy was observed in Group S in both retention-test 1 and retention-test 2 compared to Group V.
CONCLUSIONS
Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training.
Keywords
Echocardiography, Transesophageal, Simulation Training, Retention
Figure 1
Figure 2
No competing interests reported.
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CURRENT STATUS: Under Review
Version 1
Posted 17 Feb, 2021
No community comments so far
Editorial decision: Major revision
On 16 Apr, 2021
Reviews received
Received 27 Mar, 2021
Reviewers agreed
On 09 Mar, 2021
Reviewers agreed
On 16 Feb, 2021
Reviewers invited
Invitations sent on 10 Feb, 2021
Editor assigned
On 10 Feb, 2021
Editor invited
On 10 Feb, 2021
Submission checks complete
On 10 Feb, 2021
First submitted
On 03 Feb, 2021
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PDF Downloads: ...
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Subject Areas
Educational Philosophy and Theory
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A new preprint design is coming!
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Tao Zhu
West China Hospital of Sichuan University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 17 Feb, 2021
No community comments so far
Editorial decision: Major revision
On 16 Apr, 2021
Reviews received
Received 27 Mar, 2021
Reviewers agreed
On 09 Mar, 2021
Reviewers agreed
On 16 Feb, 2021
Reviewers invited
Invitations sent on 10 Feb, 2021
Editor assigned
On 10 Feb, 2021
Editor invited
On 10 Feb, 2021
Submission checks complete
On 10 Feb, 2021
First submitted
On 03 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
BACKGROUND
Both simulation-based training and video-based training are known to serve as educational adjuncts for learning TEE among medical students. In the present study, we hypothesized that simulation-based training would better enhance the performance of medical students in the interpretation of 20 cross-sectional views compared to video-based training.
METHODS
A total of 120 4th -year undergraduate medical students were enrolled in the present study. The study began with a pre-test of all the participants, followed by a 90-min theoretical lecture, after which the participants were required to undertake a post-test. Subsequently, the participants were randomly divided into the video-based group (Group V) and simulation-based group (Group S). Next, Group V received 60 min of TEE video learning, while Group S received 60 min of TEE simulator training. After the respective training, both the groups undertook the retention-test 1 and retention-test 2, one week and one month later, respectively. The overall accuracy demonstrated in each test was used to assess the performance of the participants in the interpretation of 5 views selected randomly from a set of 20 cross-sectional views.
RESULTS
No statistically significant differences were observed in the overall accuracy in the pre-test and the post-test between the two groups. However, better overall accuracy was observed in Group S in both retention-test 1 and retention-test 2 compared to Group V.
CONCLUSIONS
Following a 90-min theoretical lecture, simulation-based training better enhanced the performance of medical students in the interpretation and short-term retention of 20 cross-sectional views compared to video-based training.
Figure 1
Figure 2
No competing interests reported.
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