INNOVATION AND SIMULATION-BASED TEACHING TECHNIQUE IN PATHOLOGICAL PHYSIOLOGY

Simulation-based learning in medicine has gained substantial importance. It is complementary to often limited clinical practice, and helps interconnect theoretical knowledge with practical training. Simulations are implicated in clinical subjects, but based on recent understanding, simulation can also be used in preclinical subjects, where it can support presented tasks. Simulation technology was used for elective practical sessions in a pathophysiology course, with both measurable outcomes and students' feedback evaluated. This study was conducted in Slovakia with volunteers (n = 22), who were 3rd-year students of General Medicine (simulation group), paired with classmates in traditional seminars (control group; n = 22) with the same achievement grades. The control group had completed traditional seminars, whereas the simulation group had completed simulation-based seminars in cardiovascular pathophysiology. A standardized student feedback survey, visual analogue scale, and credit tests for regular pathophysiology were used to perform the analysis. Subjective feedback suggested positive outcomes in approximately 80% of students. An objective assessment showed that simulation-based seminars did not increase the theoretical knowledge as documented by 1st credit test (simulation vs control; 42 +/- 6 vs 41 +/- 4; p > 0.05), but rather their approach to clinical application of obtained information and motivation to study.