Liz Stanhope, Laura Ziegler, Tabassum Haque, Laura Le, Marcelo Vinces, Gregory K Davis, Andrew Zieffler, Peter Brodfuehrer, Marion Preest, Jason M Belitsky, Charles Umbanhowar, Paul J Overvoorde
Development of a Biological Science Quantitative Reasoning Exam (BioSQuaRE)
CBE life sciences education
introduction obstetric emergencies like eclampsia need quick accurate response treating physician coming first contact patient therefore doctors even primary care physicians interns resident doctors need training handle cases proficiently leaving minimal chances error providing training management critical conditions actual patients practically feasible clinical simulation obstetrics used improvement skills undergraduate postgraduate students conducted nonblinded randomized controlled trial primary aim developing implementing module training undergraduate medical students assessment management eclampsia evaluate compare traditional didactic lectures casebased learning methods present randomized controlled educational trial conducted department obstetrics gynecology india institute medical sciences bibinagar hyderabad india undergraduate medical students phase 3 part 1 posted department clinical postings tutorials randomized two groups total 62 students randomly divided two groups group group b consisting 31 students however 2431 7742 group 1931 613 group b finally agreed participate study one group group 24 participants taught diagnosis management antepartum eclampsia simulationbased training group group b 19 participants taught topic conventional teaching consisted didactic lectures powerpoint presentations casebased discussion learning objectives kept identical groups pre posttest scores compared groups results mean pretest score simulation group 613 139 conventional teaching group 605 154 posttest score simulation group 917 134 conventional teaching group 737 170 simulation group showed extremely significant twotailed p 00001 improvement posttest scores compared scores module taught difference scores simulated teaching group conventional teaching group b also statistically significant p 0005 simulationbased learning found interactive helpful providing reallifelike experiences led better retention understanding motivated students selfdirected learning conclusion although conventional simulationbased teaching useful simulationbased training effective teaching undergraduate medical students regarding diagnosis management eclampsia simulationbased learning interactive provides reallifelike experiences leads better retention understanding motivates students selfdirected learning