The Science Journal of the American Association for Respiratory Care

2010 OPEN FORUM Abstracts


Teresa A. Volsko1, Robert L. Chatburn2; 1Heatlh Professions, Youngstown State University, Youngstown, OH; 2Respiratory Institute, The Cleveland Clinic Foundation, Cleveland, OH

BACKGROUND: Multiple studies have demonstrated the effectiveness of high fidelity simulation in the teaching of clinical knowledge, procedural skills, teamwork, and communication. Only a few have shown direct improvements in clinical outcomes. A dearth of information is available with respect to the didactic use and effectiveness of computer-based simulations. The purpose of this study was to evaluate a computer based pedagogical model for teaching 3rd and 4th year respiratory care students the concepts and clinical application of inverse ratio, pressure control intermittent mandatory ventilation (IR PC-IMV). We hypothesized that the use of a computer based teaching model would enhance student engagement and improve post-instructional scores. METHODS: Students completed a short demographic questionnaire and learning style assessment prior to commencement of the teaching module. Overall GPA, obtained from the student’s academic transcript and learning style inventory results were used to construct a two dimensional stratified sampling matrix, which assigned students to an instructional method based on their learning style category (verbal, kinesthetic, auditory) and grade category (upper 50%, or lower 50% of cohort). Students received standardized IR PC-IMV instruction by interactive computer simulation or traditional lecture. Pre-post-testing transpired immediately prior to and following the didactic components. The post-test was repeated 2 weeks after the instruction to evaluate retention. Changes in pre-post test scores and 2 week post test scores were assessed by t-tests. Statistical significance was established at P < 0.05. Descriptive statistics were used to report the sample demographic characteristics. RESULTS: Fifteen students mean age 29 years (SD 9.2) participated in the study, 3 were male. No differences in the proportion of learning styles or GPA existed between groups. A mean score improvement of 10.20 % (SD 8.7) and 12.97 % (SD 8.9) was realized for the simulation and traditional lecture group respectively. Differences between pre-post test improvements were not found to be statistically significant (p= 0.628). Test scores obtained 2 weeks after the instruction were higher among the group receiving simulation instruction (p = 0.40). CONCLUSIONS: Simulation based teaching was associated with a higher retention, perhaps due to better engagement during class. More research in this area is warranted. Sponsored Research - None