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Effective and Feasible Simulation-Based Procedural Training for Medical Students: Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback

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Abstract

Limited opportunity for teaching patient-care skills in clinical settings has increased the need for simulation training in medical education. However, this modality may be hard to sustain because of extensive time requirements and potential scheduling conflicts. The authors conducted a pilot randomized study to compare the immediate and long-term effects of using instructional video with self-directed practice to those of using simulation training with expert feedback. The results are promising for the use of instructional video–guided, self-directed deliberate practice; however, future studies with a larger sample from multiple institutions should replicate this study to confirm these results.

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Authors and Affiliations

  1. Department of Anesthesiology & Critical Care Medicine, Johns Hopkins University School of Medicine, Osler 296, 1800 Orleans St, Baltimore, MD, 21287, USA

    Serkan Toy

  2. Department of Anesthesiology, The University of Kansas School of Medicine—Wichita, Wichita, KS, USA

    Robert McKay, Randy Eilert & Justin Sandall

Authors
  1. Serkan Toy
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  2. Robert McKay
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  3. Randy Eilert
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  4. Justin Sandall
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Correspondence to Serkan Toy.

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Toy, S., McKay, R., Eilert, R. et al. Effective and Feasible Simulation-Based Procedural Training for Medical Students: Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback. Med.Sci.Educ. 29, 35–39 (2019). https://doi.org/10.1007/s40670-018-00643-8

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  • DOI: https://doi.org/10.1007/s40670-018-00643-8

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