%0 Journal Article
%T Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students
%A Alessandra Bitto
%A Angela Alibrandi
%A Antonio Amato
%A Domenica Altavilla
%A Francesco Squadrito
%A Letteria Minutoli
%A Olivia Penna
%A Paola Santalucia
%A Pier Luigi Ingrassia
%A Rosario Bruno
%A Vincenzo Arcoraci
%A Vincenzo Fodale
%A Vincenzo Francesco Tripodi
%J Archive of "Pharmacology Research & Perspectives".
%D 2019
%R 10.1002/prp2.449
%X The purpose of the study was to determine whether low©\high fidelity medical simulation improves learning and long©\lasting retention of pharmacology knowledge, compared to lecture alone, in undergraduate medical students. Ninety students, before a 45©\minute lecture, were randomized into three groups ©\ sham (S), low (LF), and high fidelity (HF) simulation ©\ to participate in an interactive simulation session. To evaluate immediate and long©\lasting retention, a 20©\item structured questionnaire on inotropic agents was administered to 90 students before and after a 45©\minute lecture, after simulation, and 3 months later. In all groups, the rate of correct answers increased after lecture, while no difference was observed between different groups (P = 0.543). After simulation, students in the HF group provided more correct answers compared to S or LF group (P > 0.001). After 3 months, a significant decrease in the number of correct answers was observed in S (P < 0.001) and LF (P < 0.001) groups, but not in the HF group (P = 0.066). Moreover, HF simulation resulted in an increased number of correct answers compared to the LF (P < 0.001) or S simulation (P < 0.001). These data suggest that advanced medical simulation teaching applied to pharmacology is associated with more effective learning and long©\lasting retention compared to lecture alone
%K clinical skills
%K medical education research
%K pharmacology
%K simulation
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6327107/