Resident response to integration of simulation-based education into emergency medicine conference.
OBJECTIVE
Utilization of simulation-based training has become increasingly prevalent in residency training. The authors compared emergency medicine (EM) resident feedback for simulation sessions to traditional lectures from an EM residency didactic program.


METHODS
The authors performed a retrospective review of all written EM conference evaluations over a 29-month period. Evaluation questions were scored on a 1-9 Likert scale.


RESULTS
Lectures and simulation accounted for 77.6 and 22.4% of the conferences, respectively. Scored means (+/-standard deviations [SDs]) were as follows: overall, lecture 7.97 +/- 0.74 versus simulation 8.373 +/- 0.44 (p < 0.01); Question 1, lecture 7.97 +/- 0.74 versus simulation 8.40 +/- 0.43 (p < 0.005); Question 2, lecture 7.92 +/- 0.74 versus simulation 8.34 +/- 0.48 (p < 0.01); Question 3, lecture 8.01 +/- 0.77 versus simulation 8.26 +/- 0.51 (p < 0.15); and Question 4, lecture 8.00 +/- 0.75 versus simulation 8.42 +/- 0.46 (p < 0.01). There was no longitudinal decay of scores.


CONCLUSIONS
Emergency medicine residents scored simulation-based sessions higher than traditional lectures. The scores over time suggest that this preference for simulation can be sustainable long term. Residents perceive simulation as more desirable teaching method compared to the traditional lecture format.
Wang
Ernest E
EE
Evanston Northwestern Healthcare, Division of Emergency Medicine, Center on Outcomes, Research, and Education, Evanston, IL, USA. ernestwangmd@yahoo.com
Beaumont
Jennifer
J
Kharasch
Morris
M
Vozenilek
John A
JA
D000328:Adult; D001291:Attitude of Health Personnel; D003479:Curriculum; D004635:Emergency Medicine / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D007858:Learning; D008348:Manikins; D012189:Retrospective Studies; D013663:Teaching / Q000379:methods*