ECE2022 Poster Presentations Adrenal and Cardiovascular Endocrinology (87 abstracts)
SIMBA for Students: teaching preclinical medical and pharmacy students endocrinology through online simulation - a pilot study
Isabel Allison 1 , Tamzin Ogiliev 2 , Jameela Sheikh 3 , Georgia Morgan 4 , Aditya Swaminathan 3 , Alice Yip 3 , Catherine Cooper 5 , Fatema Rezai 3 , Haaziq Sheikh 6 , Harjeet Kaur 3 , Kashish Malhotra 7 , Eka Melson 8 , Neil Gittoes 9 , Kristien Boelaert 10 , Alessandro Prete 11 , Wiebke Arlt 11,12 , Lynne Robinson 13 , Justin Chu 13 , Meri Davitadze 14 , Paul Foster 11,12 , Vivek Dhir 11 , Punith Kempegowda 11,15 & Simba Team 11
1Chelsea and Westmister Hospital NHS Foundation Trust, West Middlesex University Hospital, Isleworth, United Kingdom; 2Lancaster Medical School, Bailrigg, United Kingdom; 3University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom; 4Princess of Wales Hospital, Cwm Taf Morgannwg, United Kingdom; 5Walsall Manor Hospital, Birmingham, United Kingdom; 6Haberdashers’ Adams’ Grammar School, Newport, United Kingdom; 7Dayanand Medical College, Punjab, India; 8Ninewells Hospital, Dundee, United Kingdom; 9Queen Elizabeth Hospital, Department of Endocrinology, Birmingham, United Kingdom; 10Institute of Applied Health Research, Birmingham, United Kingdom; 11Institute of Metabolism and Systems Research, Birmingham, United Kingdom; 12Centre for Endocrinology, Diabetes, and Metabolism, University Hospitals NHS Trust, Birmingham, United Kingdom; 13Birmingham Women’s And Children’s NHS Foundation Trust, Birmingham, United Kingdom; 14Georgian-American Family Medicine Clinic, ’Medical House’, Tbilisi, Georgia; 15Queen Elizabeth Hospital, Birmingham, United Kingdom
Introduction: Simulation via Instant Messaging – Birmingham Advance (SIMBA) for Students is an online education model used to teach diabetes and endocrine topics to pre-clinical medical and pharmacy students using simulated clinical cases delivered over WhatsApp. It was developed in 2020 to provide an engaging alternative to online small group teaching (SGT). This study investigated the efficacy and acceptability of SIMBA for students compared with traditional SGT.
Methods: Each session included three 15-minute interactive clinical cases on a specific area of endocrinology, followed by a 30-minute Q&A session with an expert. All students were invited to participate in sessions relevant to their year-group curriculum. The sessions focused on the curriculum learning objectives and took place between the topic lecture and SGT. Students who attended SIMBA completed a post-SIMBA survey, including 15 multiple choice questions (MCQs). All students were asked to complete a post-SGT survey after the associated SGT, containing the same questions. Median MCQ score was compared between SIMBA only, SGT only and SIMBA+SGT groups using Wilcoxon signed rank test. The answers to Likert scale questions were expressed as percentages. Open-ended questions from surveys underwent thematic analysis.
Results: 106 students attended 10 SIMBA sessions in 2020 and 2021 covering adrenal, metabolic bone, thyroid, diabetes, and reproductive endocrinology. All participants were year 1, year 2 medical, or year 1 pharmacy students. The median MCQ result was significantly higher in the SIMBA only group than both the SGT only group and SIMBA+SGT group (P<0.05). There was no significant difference in score between the SGT only group and the SIMBA +SGT group (P=0.7103). Most students agreed that SIMBA was well-structured (93%), engaging (76%), stimulated their interest in endocrinology (82%), promoted knowledge (91%) and an in-depth understanding (93%) and prepared them for exams (78%). Only 53% agreed that time for each case was sufficient. 80% enjoyed the session, and 85% would like to have SIMBA alongside SGT. Positive themes from thematic analysis were knowledge application through case-based learning, interaction, and instantaneous feedback. Benefits of SGT over SIMBA included peer-peer discussion and smaller group size for tutor interaction; however, tutor quality varied.
Conclusions: SIMBA is a good alternative model for SGT to teach endocrinology to pre-clinical medical and pharmacy students by providing engaging, interactive, and interesting sessions. A study is currently underway to assess improvements to the model and wider impacts on academic performance in a larger cohort.
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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