Simulation as part of programmatic assessment to create an authentic learning expereince

Abstract

[EN] Instructionism and experiential learning are the predominant teaching models in undergraduate obstetrics. Challenges such as larger classes, limited training sites anad trainers renders this model inadequate. Simulation provides an alternative safe, authentic environment to facilitate learning. In this action-research-action-learning project undergraduate medical students in their final obstetrics rotation participlated in common obstetric scenario simulations. Participants perception of simulation cycles on their learning was assessed. Twenty students who participated felt that simulation provided a suitable adjunct to the current experiential learning model. Simulation highlighted gaps in knowledge, but also helped integrate and apply knowledge in a logical, sequential manner that was applicable in a real-world setting. Simulation provided a safe environment for self-reflection, and collaborative learning, whilst improving knowledge, and developing clinical skills and graduate attributes. Simulation should be incorporated into routine teaching as an adjunct to experiential learning in the clinical attachment in the latter part of the medical curriculum.