Medical Student Peer Teaching Simulation

Abstract Introduction Emergency medicine (EM) is a required rotation for all fourth-year medical students. Each group of students rotating through the emergency department is required to attend core lectures that teach basic EM concepts. We developed three clinical scenarios that are high-yield for EM and could be taught using simulation. Methods These cases include management of a basic disease process and stabilization of a life-threatening cardiac arrhythmia. We identified learning goals, outcome checklists, and a list of resources for each topic. We performed a pilot study of student-led simulations with one faculty member observing the groups and ensuring all material was presented. Evaluation of the program was made through survey of satisfaction and subjective learning. Results Forty students participated in the student-led simulation, and all of them completed the evaluation. Pre− and post-knowledge testing showed an improvement from 66% to 75% (p < .05). Participants felt peer teaching was an effective way of learning (85% Agree/Strongly Agree). Discussion Student attitudes toward self-directed learning in a simulation environment are very positive. Student-directed simulation is seen as an enjoyable method of learning and does not appear to be extremely laborious or time intensive. This type of instruction could be efficiently utilized during clerkships to enhance education and promote more self-directed learning. Additionally, student-directed learning will decrease faculty burden.