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World Journal of Emergency Medicine ›› 2022, Vol. 13 ›› Issue (1): 23-26.doi: 10.5847/wjem.j.1920-8642.2022.004

• Original Articles • Previous Articles     Next Articles

Development of an intensive simulating training program in emergency medicine for medical students in China

Xin Lu1, Shi Feng1, Shi-gong Guo2, Mu-bing Qin1, Xiang-ning Liu1, Shi-yuan Yu1, Li-na Zhao1, Zeng-zheng Ge1, Jing-jing Chai1, Sheng-yong Xu1, Di Shi1, Ji-hai Liu1, Hua-dong Zhu1, Yi Li1()   

  1. 1Emergency Department, State Key Laboratory of Complex Severe and Rare Diseases, Peking Union Medical College Hospital, Peking Union Medical College, Chinese Academy of Medical Sciences, Beijing 100730, China
    2Department of Rehabilitation Medicine, Southmead Hospital, Bristol BS105NB, United Kingdom
  • Received:2020-12-29 Accepted:2021-08-20 Online:2021-09-29 Published:2022-01-01
  • Contact: Yi Li E-mail:billliyi@126.com

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Abstract:

BACKGROUND: A national standardized emergency medicine (EM) curriculum for medical students, including specific competencies in procedural skills, are absent in many countries. The development of an intensive simulating training program in EM, based on a tight schedule, is anticipated to enhance the competency of medical students.
METHODS: A 3-day intensive EM training program, consisting of four procedural skills and 8-hour case-based learning (CBL), was developed by experienced physicians from the EM department in Peking Union Medical College Hospital (PUMCH). Medical students from Peking Union Medical College (PUMC) and Tsinghua University (THU) participated in the training. Three written tests were cautiously designed to examine the short-term (immediately after the program) and long-term (6 months after the program) efficacy of the training. After completion of the training program, an online personal appraisal questionnaire was distributed to the students on WeChat (a mobile messaging App commonly used in China) to achieve anonymous self-evaluation.
RESULTS: Ninety-seven out of 101 students completed the intensive training and took all required tests. There was a significant increase in the average score after the intensive simulating training program (pre-training 13.84 vs. 15.57 post-training, P<0.001). Compared with the pre-training test, 63 (64.9%) students made progress. There was no significant difference in scores between the tests taken immediately after the program and 6 months later (15.57±2.22 vs. 15.38±2.37, P=0.157). Students rated a higher score in all diseases and procedural skills, and felt that their learning was fruitful.
CONCLUSIONS: The introduction of a standardized intensive training program in EM focusing on key competencies can improve clinical confidence, knowledge, and skills of medical students toward the specialty. In addition, having such a program can also enhance student’s interest in EM as a career choice which may enhance recruitment into the specialty and workplace planning.

Key words: Emergency medicine, Medical education, Simulation, China