Using Simulation for Enhancing Student Learning in Embryology Core Course during the Preclinical Phase at King Abdulaziz University

resumen

Wafaa S. Ramadan, Rasha A. Alshali*, Azra Kirmani, Malak T. Malaekah, Sherifa M. Alamri, Alaa A. Farsi, Bashayer A. Alkhathlan

Students in the preclinical phase of medical curricula need motivation and participation enhancement for better performance and long term learning. The aim of this study was to evaluate the effectiveness of integrating simulation sessions with traditional lectures in the embryology core course in basic science. Second year male and female students in faculty of medicine were involved in this study. Obstetric, fetal and placenta models were used to simulate the process of placental delivery and examination of umbilical cord, placenta and amnion. Assessment was done through a checklist to test the achieved intended learning outcomes in addition to a structured questionnaire to evaluate their satisfaction. The collected data were analyzed. Results revealed that students strongly agreed on their ability to identify surfaces of the placenta, types of umbilical cord knots in addition to examining and tying off umbilical cord. The perception of the students and the rate of satisfaction was higher in females than in males, but the majority of both agreed that it was an enjoyable and satisfactory learning experience and demanded similar sessions in the future. Students’ engagement performance can assist to improve the quality of the traditional theoretical environment.