Implementation of simulation-based learning in a physician assistant curriculum.
OBJECTIVE
This article describes the implementation of high-fidelity simulation into the physical diagnosis courses in a Physician Assistant Studies Program and notes the outcomes.


METHODS
Six scenarios were developed based on a variety of clinical settings and presentations to complement the didactic education in the physical diagnosis course. Thirty-nine first-year students participated in the simulation labs in addition to the course. Students were given a pre- and post-course survey regarding their confidence in evaluating/treating a patient, identifying medical equipment, interpreting physiologic information, responding to changes in a patient's status, and their interest in practicing in acute care. Students were also surveyed following each scenario to assess whether the training was sufficiently realistic, comprehensive, and useful in their training.


CONCLUSIONS
The results demonstrated increased confidence levels in all skills assessed at the end of the course as compared to the beginning. Additionally, students strongly agreed that the simulation training was sufficiently realistic, comprehensive, and useful to their training. Interestingly, there appeared to be a decreased interest in practicing in acute care, perhaps due to new/additional exposure to this practice setting.
Physician Assistant Studies Program, Chatham University, Woodland Road, Pittsburgh, PA 15232, USA. Tel 412-365-1114. kdonkers@chatham.edu.
Kelly
K
Donkers
Melissa
M
Bednarek
Patricia
P
Downey
Carol
C
Ennulat
D002983:Clinical Competence; D003479:Curriculum; D006801:Humans; D016544:Patient Simulation; D010823:Physician Assistants / Q000193:education*