Document Type : Brief report
Authors
1
Professor, Department of Physiology and Medical Simulation Center, Mahatma Gandhi Medical College & Research Institute, Sri Balaji Vidhyapeeth, Pondicherry, India
2
Associate Professor, Department of Physiology, Mahatma Gandhi Medical College & Research Institute, Sri Balaji Vidhyapeeth, Pondicherry, India
3
Department of Surgery and Medical Simulation Center, Mahatma Gandhi Medical College & Research Institute, Sri Balaji Vidhyapeeth, Pondicherry, India
4
Professor, Department of Physiology, Sri Manakula Vinayagar Medical College and Hospital, Kalitheerathalikuppam, Madagadipet, Puducherry, India
10.22062/sdme.2025.200941.1528
Abstract
Background: Teaching cardiovascular examination skills to large groups of undergraduate medical students poses critical challenges due to the limited availability of patients and peer practice limitations.
Objectives: This study aimed to evaluate the effectiveness of an indigenous designed low-cost trainer for teaching cardiovascular examination compared to the traditional training.
Methods: A half-body CPR mannequin was upgraded to teach cardiovascular physical examination by the addition of inflatable bladders for pulsations, and a Bluetooth speaker for heart sounds. Undergraduate medical students, divided into experimental and control groups, were trained by demonstration and practice on a simulator/volunteer. A quasi-experimental study with a non-equivalent control group design was conducted to compare the outcomes of the two teaching models. Performance was assessed by Objective Structured Practical Examination (OSPE) and compared. Feedback on confidence and satisfaction was gathered. A value <0.05 was considered statistically significant.
Results: The total OSPE scores showed no significant difference between the experimental and control groups (p=0.184) [P value <0.05 was considered statistically significant]. However, the control group performed significantly better in in-patient interaction skills (p=0.008). Student feedback indicated a preference for a combination of both traditional and simulator-based teaching methods, with 43% favoring this approach. Additionally, 33% preferred traditional methods alone, while 24% chose simulator-based teaching exclusively.
Conclusion: The indigenous designed low-cost cardiovascular examination trainer demonstrated comparable effectiveness to traditional teaching methods in skill acquisition. It offers a cost-effective alternative for large-scale medical education, though additional emphasis on patient interaction skills is placed while simulators are used. Student preferences suggest that a blended approach, combining both traditional and simulator-based methods, may be optimal for teaching cardiovascular examination skills.
Highlights
Sobana Ramanathan: (Google Scholar) (PubMed)
Niveatha Santhanakrishnan: (Google Scholar) (PubMed)
Dinker Ramananda Pai: (Google Scholar) (PubMed)
Nalini Yelahanka Channegowda: (Google Scholar) (PubMed)
Keywords
