ECE2023 Poster Presentations Diabetes, Obesity, Metabolism and Nutrition (159 abstracts)
SIMBA for Students – teaching endocrinology to pre-clinical medical and pharmacy students through online simulation- a pilot study
Fatema Rezai 1 , Isabel Allison 2 , Aditya Swaminathan 1 , Tamzin Ogiliev 3 , Haaziq Sheikh 4 , Georgia Morgan 5 , Dengyi Zhou 6 , Jameela Sheikh 1 , Alice Yip 1 , SIMBA and CoMICs Team 7 & Punith Kempegowda 7,8
1University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom; 2West Middlesex University Hospital, London, United Kingdom; 3Lancaster University Medical School, Lancaster, United Kingdom; 4Haberdashers’ Adams Grammar School, Birmingham, United Kingdom; 5Princess of Wales Hospital, Princess of Wales Hospital, Cwm Taf Morgannwg University Health Board, Bridgend, United Kingdom; 6Imperial College Healthcare NHS Trust, London, United Kingdom; 7Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom; 8Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, United Kingdom
Introduction: Simulation via Instant Messaging – Birmingham Advance (SIMBA) for Students is an online education model used to teach endocrine topics to pre-clinical medical and pharmacy students using simulated clinical cases delivered through WhatsApp and Zoom. In this study, we investigated the efficacy and acceptability of SIMBA for students compared to traditional small-group teaching (SGT).
Methods: These SIMBA sessions were conducted from 2020 to 2022 covering adrenal, metabolic bone, thyroid, diabetes, and reproductive endocrinology. Medical students in year 1 and year 2 medical and year 3 pharmacy students were invited to participate in the session. Cases used for SGT were converted to SIMBA transcripts. These transcripts were reviewed and approved by clinicians and teachers involved in SGT with a focus on curriculum learning objectives and equivalence between SIMBA and SGT transcripts. On the day of the simulation, participants solved three interactive clinical cases during each session, followed by a Q& A session with an expert to resolve any queries participants had during the simulation. All students were invited to complete a survey following SIMBA which included 12-15 multiple-choice questions (MCQs) depending on the session. All SGT participants were also invited to complete the same survey. This resulted in three groups- those who attended SIMBA only, SGT only and those who attended both SIMBA and SGT. Median MCQ results as percentages were compared between groups using Wilcoxon signed rank test. The answers to Likert scale questions were expressed as percentages. Open-ended questions from surveys underwent content analysis.
Results: 130 students attended 15 SIMBA sessions during the study. The median MCQ result was significantly higher in the SIMBA-only group than in the SGT-only group (P<.0001). A large proportion of students agreed that SIMBA was easy to follow (91%), engaging and interactive (82%), stimulated their interest in endocrinology (82%), promoted new knowledge (90%), and provided an in-depth understanding of the topic (94%). 89% enjoyed the session overall and 83% would like to have SIMBA alongside SGT. Content analysis revealed themes of knowledge application through case-based learning, a deeper understanding of the topic, and instantaneous feedback.
Conclusions: SIMBA is a good alternative model for SGT to teach endocrinology to pre-clinical medical and pharmacy students by providing engaging, interactive, and interesting sessions. A future study focusing on cost-effectiveness analysis between the two models is underway to identify if SIMBA can replace SGT or be delivered in addition to SGT.
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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