SFEBES2021 Poster Presentations Adrenal and Cardiovascular (45 abstracts)
SIMBA as a complement to small group teaching in undergraduate medical curriculum: A pilot study
Dwi Delson 1 , Isabel Allison 2 , Georgia Morgan 3 , Kashish Malhotra 4 , Aditya Swaminathan 5 , Fatema Rezai 5 , Jessica McVeigh 3 , Elin Crockett 3 , Meri Davitadze 6 , Eka Melson 7,8 & Punith Kempegowda 8,9
1University of Dundee, Dundee, United Kingdom; 2College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom; 3Princess of Wales Hospital, Cwm Taf Morgannwg University Health Board, Bridgend, United Kingdom; 4Dayanand Medical College and Hospital, Punjab, India; 5College of Medical and Dental Sciences, Birmingham, United Kingdom; 6Georgian-American Family Medicine Clinic “Medical House”, Tbilisi, Georgia; 7Ninewells Hospital, NHS Tayside, Dundee, United Kingdom; 8Institute of Metabolism and Systems Research, University of Birmingham, Birmingham, United Kingdom; 9University hospitals Birmingham NHS Foundation Trust, Birmingham, United Kingdom
Introduction: Small-group teaching (SGT) has been widely adopted in medical education to promote problem-based learning and enhance the process of deep learning. Simulation via Instant Messaging - Birmingham Advance (SIMBA) is a simulation-based learning approach using WhatsApp and Zoom to increase participants’ confidence in managing various clinical scenarios.
Aim: To investigate whether SIMBA provided similar knowledge and experiences as compared to SGT.
Methods: Prior to SGT, two SIMBA sessions were conducted on corresponding topics — adrenal and reproductive endocrinology — for Year 2 medical students. Each session involved simulations of real-life cases via WhatsApp, followed by a discussion with a specialist doctor over Zoom. Attendees’ attitudes and knowledge were assessed using likert scales and multiple-choice questions (MCQs), respectively, in post-SIMBA and post-SGT surveys. Data were analysed for knowledge, effectiveness, and acceptance quantitatively. Responses collected from open-ended questions were reviewed and combined in a thematic analysis to identify common themes.
Results: 43 SIMBA attendees’ and 42 SGT attendees’ responses completed the surveys. Knowledge acquisition by SIMBA was better than SGT (86.7% vs 80%, P = 0.047). Attendees strongly agreed/agreed that SIMBA was more engaging (100% vs 84.8%), gave more in-depth knowledge (100% vs 87.9%), better prepared for the topic (97.7% vs 57.6%), promoted new knowledge (97.7% vs 87.9%), stimulated interest in Endocrinology (90.7% vs 75.8%), and created a friendly environment for questions (97.7% vs 81.8%). Thematic analysis showed individualised, structured and engaging sessions as strengths for SIMBA over SGT.
Conclusions: SIMBA is effective in increasing the knowledge and better accepted by undergraduate medical students compared to SGT. Further large-scale studies are needed to investigate if SIMBA can replace or be an adjunct to the traditional SGTs in Endocrinology and other specialties.
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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