title: Feasibility of scenario-based simulation training versus traditional workshops in continuing medical education: a randomized controlled trial.
abstract: BACKGROUND
  Although simulation-based training is increasingly used for medical education, its benefits in continuing medical education (CME) are less established. This study seeks to evaluate the feasibility of incorporating simulation-based training into a CME conference and compare its effectiveness with the traditional workshop in improving knowledge and self-reported confidence.
  
  
  METHODS
  Participants (N=27) were group randomized to either a simulation-based workshop or a traditional case-based workshop.
  
  
  RESULTS
  Post-training, knowledge assessment score neither did increase significantly in the traditional group (d=0.13; p=0.76) nor did significantly decrease in the simulation group (d= - 0.44; p=0.19). Self-reported comfort in patient assessment parameters increased in both groups (p<0.05 in all). However, only the simulation group reported an increase in comfort in patient management (d=1.1, p=0.051 for the traditional group and d=1.3; p= 0.0003 for the simulation group). At 1 month, comfort measures in the traditional group increased consistently over time while these measures in the simulation group increased post-workshop but decreased by 1 month, suggesting that some of the effects of training with simulation may be short lived.
  
  
  CONCLUSIONS
  The use of simulation-based training was not associated with benefits in knowledge acquisition, knowledge retention, or comfort in patient assessment. It was associated with superior outcomes in comfort in patient management, but this benefit may be short-lived. Further studies are required to better define the conditions under which simulation-based training is beneficial.
authors.affiliation: Department of Medicine, University of Calgary, Calgary, AB, Canada.
authors.forename: Brendan
authors.initials: B
authors.lastname: Kerr
authors.forename: Trisha Lee-Ann
authors.initials: TL
authors.lastname: Hawkins
authors.forename: Robert
authors.initials: R
authors.lastname: Herman
authors.forename: Sue
authors.initials: S
authors.lastname: Barnes
authors.forename: Stephanie
authors.initials: S
authors.lastname: Kaufmann
authors.forename: Kristin
authors.initials: K
authors.lastname: Fraser
authors.forename: Irene W Y
authors.initials: IW
authors.lastname: Ma
mesh_terms: D000416:Alberta; D003194:Computer-Assisted Instruction / Q000379:methods*; D004502:Education, Medical, Continuing / Q000379:methods*; D005240:Feasibility Studies; D005260:Female; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D016544:Patient Simulation; D011247:Pregnancy; D020377:Self Efficacy; D057566:Self Report; D013663:Teaching / Q000379:methods*
keywords: continuing medical education; patient simulation; pregnancy-induced hypertension