Justus J Randolph, Anaya Bryson, Lakshmi Menon, David K Henderson, Austin Kureethara Manuel, Stephen Michaels, Debra Leigh Walls Rosenstein, Warren McPherson, Rebecca O'Grady, Angeline S Lillard
Montessori education's impact on academic and nonacademic outcomes: A systematic review
Campbell systematic reviews
physicians expected educate patients students colleagues well members interdisciplinary team however unlike united kingdom canada us medical schools require teaching competency graduation highquality teaching communication skills necessary ensure patient safety trust field medicine becomes increasingly expansive complex longer rely empiric forms knowledge exchange physician training must include pedagogy create competent educators project educational efforts senior medical students providing simulationbased education junior students compared provided facultyled education medical students simulation educators msase course consists didactic teaching application component didactic component delivers learning modules topics simulation education history learning theories debriefing feedback curriculum development teaching methods assessment evaluation essentials running laerdal simman 3g simulation system completing didactic courses student educators apply pedagogic skills facilitatorguided highfidelity clinical simulations areas anaphylaxis heart failure atrial fibrillation evaluation msase compared knowledge gain learners led clinical faculty led studenteducators learners completed multiplechoice quiz mcq simulation training addition student satisfaction surveys used assess attitudes taught peers scores pre posttests nearly identical faculty studentled groups facultyled groups average pre postactivity scores 4167 7281 respectively average increase scores 3114 studentled groups average pre postactivity scores 4443 7571 respectively average increase scores 3128 results student satisfaction survey supportive peers educators survey used 5point scale 1 representing strongly disagree 5 representing strongly agree aspects surveyed include learning objective identification achievement educator preparedness organization structure simulation realism complexity appropriateness engagement level quality debriefing average student satisfaction score aspect survey greater 45 average elements surveyed 4755 data support contention medical students equally effective simulationbased teaching clinical faculty participating student educators student learners reported satisfaction msase experience