Oral Presentations


O-5: Family Medicine Residents’ Perspectives and Educational Needs Regarding Medical Cannabis

Marion Che, M.D.,
Scott Foley,
M.D.,
David Ritcey,
M.D.


McMaster University
Centre for Family Medicine
 

 

Keywords: Simulation, Education

Background
Simulation training provides a platform to teach skills and run medical scenarios in a controlled environment without compromising patient care, while concurrently being used as an assessment method. Emerging evidence, including research from McMaster University Kitchener-Waterloo site, shows that simulation is an effective tool for improving knowledge, skills, and comfort level of Family Medicine residents. Local simulation experts are considering implementing regular simulation training into the medical school curriculum, although data is lacking in this area. The purpose of our project is to determine if simulation training at the Waterloo Regional Campus, at the medical student level, will improve student knowledge and comfort level with acute care stations.

Methods
29 pre-clerkship medical students based out of McMaster University Waterloo Regional Campus participated in a simulation day led by local acute care experts. Simulation training included three main stations; oxygenation, monitors and ECGs, and cardioversion and defibrillation. To assess medical student knowledge, comfort, and perceptions, a non-validated 27-question quiz was used. The quiz was implemented  immediately prior to simulation, immediately after simulation, and at 6 weeks following simulation. T-test analysis was used to evaluate for statistically significant improvement and retention of the information learned from simulation day. Mean scores were compared to review the comfort and perceptions of medical students.

Results
Of the 29 pre-clerkship medical students who participated in the simulation training day, 21 (72.4%) successfully completed all three quizzes; pre-simulation, post-simulation, and 6 week follow up. Analysis of mean totals of all scenarios showed a statistically significant difference between presimulation and post-simulation quiz (p=<0.001), and pre-simulation and 6 week follow up quiz (p=<0.001). Analysis by individual stations also showed statistically significant differences in all three stations between pre-simulation and post-simulation, and pre-simulation and 6 week follow up. At 6 weeks post-simulation, students reported an increase in the importance of simulation training and felt more confident in their abilities to manage acute medical scenarios.

Conclusion
Our study shows that simulation training improves knowledge and comfort level at the medical student level, and regular simulation training may be valuable in medical school curriculum at the Waterloo Regional Campus.