The Impact of Student-designed Clinical Simulations in OSCE scenarios on the assessment score of Medicine Degree's Anaesthesia students and Podiatry Degree's Pharmacology students.

Abstract

Objective: Determine the impact of Student-Designed Clinical Simulations in OSCE scenarios on the learning and assessment score of Anaesthesia students from Medicine Degree and Pharmacology students from Podiatry Degree. Method: Five-year study in which a cohort of medicine and podiatry undergraduate students from a single institution was recruited for undergraduate students were trained using SC-ECOE that included: 1) Medical students: endotracheal intubation, assisted ventilation, peripherally inserted central catheter, and drug administration through various routes. 2) Podiatry students: locoregional anesthesia and cures with administration of topical drugs to the foot. Medicine and Podiatry students were involved in the design of clinical simulation scenarios for OSCE assessments. They collaborated with faculty members to develop realistic scenarios based on course objectives and clinical guidelines. These scenarios were then implemented in the OSCE assessments. Results: 633 students were included, 78% female, 21±2.6 years old. The average time spent by the students in completing the designed and training in SC-OSCE was 10.2±3.6 h in AnaesthesiaMedicine and 10.5±2.5 h in Pharmacology-Podiatry student. The percentage of students who were satisfied with this form of learning was 89.5%. The group of SC-OSCE designed by students showed a greater number of correct answers to the evaluation questions compared to students which no collaborate in the clinical simulation in OSCE scenario design, +16.8% correct answers (P < O.OS). Even more students in the experimental group showed improvements in clinical reasoning, decision-making, communication skills and team work. Conclusion: Incorporating student to the design of clinical simulations into OSCE scenarios positively impacts their assessment seores, promotes their active learning, and fosters the development of clinical and communication skills.Acknowledgements Funded by Grupo Permanente de Innovación Educativa (GpIE) PIE22-038- GpIE en Simulación y ECOEs (SimEco) convocatoria INNOVA22, University of Málaga. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech