A Unique Simulation Methodology for Practicing Clinical Decision Making
BACKGROUND While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-01-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205241310077 |
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| author | Shimon Amar Yuval Bitan |
| author_facet | Shimon Amar Yuval Bitan |
| author_sort | Shimon Amar |
| collection | DOAJ |
| description | BACKGROUND While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students’ education. OBJECTIVES In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. METHODS The study compares 108 4th-year medical students’ questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. RESULTS Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. CONCLUSION The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners’ professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications. |
| format | Article |
| id | doaj-art-a5d4c89776c44d36a48dc910f8b31f64 |
| institution | Kabale University |
| issn | 2382-1205 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj-art-a5d4c89776c44d36a48dc910f8b31f642025-01-27T12:04:04ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052025-01-011210.1177/23821205241310077A Unique Simulation Methodology for Practicing Clinical Decision MakingShimon Amar0Yuval Bitan1 Department of Family Medicine, Siaal Research Center for Family Medicine and Primary Care, and The Haim Doron Division of Community Health and Joyce and Irving Goldman Medical School, Faculty of Health Sciences, , Beer Sheva, Israel Department of Health Policy and Management, Guilford Glazer Faculty of Business and Management, and School of Public Health, Faculty of Health Sciences, , Beer Sheva, IsraelBACKGROUND While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students’ education. OBJECTIVES In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. METHODS The study compares 108 4th-year medical students’ questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. RESULTS Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. CONCLUSION The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners’ professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.https://doi.org/10.1177/23821205241310077 |
| spellingShingle | Shimon Amar Yuval Bitan A Unique Simulation Methodology for Practicing Clinical Decision Making Journal of Medical Education and Curricular Development |
| title | A Unique Simulation Methodology for Practicing Clinical Decision Making |
| title_full | A Unique Simulation Methodology for Practicing Clinical Decision Making |
| title_fullStr | A Unique Simulation Methodology for Practicing Clinical Decision Making |
| title_full_unstemmed | A Unique Simulation Methodology for Practicing Clinical Decision Making |
| title_short | A Unique Simulation Methodology for Practicing Clinical Decision Making |
| title_sort | unique simulation methodology for practicing clinical decision making |
| url | https://doi.org/10.1177/23821205241310077 |
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