SFEBES2022 Poster Presentations Metabolism, Obesity and Diabetes (96 abstracts)
SIMBA for Students – teaching endocrinology to pre-clinical medical and pharmacy students through online simulation: a pilot study
Dengyi Zhou 1 , Tamzin Ogiliev 2 , Isabel Allison 3 , Aditya Swaminathan 4 , Georgia Morgan 5 , Jameela Sheikh 4 , Alice Yip 4 , Fatema Rezai 4 , Haaziq Sheikh 6 , Harjeet Kaur 4 , Catherine Cooper 7 , Kashish Malhotra 8 , Meri Davitadze 9 , Punith Kempegowda 10,11 & the SIMBA Team 10,11
1Imperial College Healthcare NHS Trust, London, United Kingdom; 2Lancaster University Medical School, Lancaster, United Kingdom; 3West Middlesex University Hospital, London, United Kingdom; 4College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom; 5Princess of Wales Hospital, Cwm Taf Morgannwg University Health Board, Bridgend, United Kingdom; 6Haberdashers’ Adams Grammar School, Birmingham, United Kingdom; 7Walsall Manor Hospital, Walsall, United Kingdom; 8Dayanand Medical College and Hospital, Punjab, India; 9Georgian-American Family Medicine Clinic, ’Medical House’, Tbilisi, Georgia; 10Queen Elizabeth Hospital, University Hospitals Birmingham NHS Foundation Trust, Birmingham, United Kingdom; 11Institute of Metabolism and Systems Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, United Kingdom
Introduction: Simulation via Instant Messaging – Birmingham Advance (SIMBA) for Students is an online education model used to teach endocrine topics to pre-clinical medical and pharmacy students using simulated clinical cases delivered over WhatsApp. This study investigated the efficacy and acceptability of SIMBA for students compared with traditional small group teaching (SGT).
Methods: The SIMBA sessions focussed on curriculum learning objectives and included three interactive clinical cases covering an area of endocrinology, followed by a Q&A session with an expert. All students were asked to fill out a survey which included 12-15 multiple choice questions (MCQs) following SIMBA and SGT. Median MCQ results as percentages were compared between 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: 132 year 1, year 2 medical and year 1 pharmacy students attended nine SIMBA sessions in 2021-2022 covering adrenal, metabolic bone, thyroid, diabetes, and reproductive endocrinology. The median MCQ result was significantly higher in the SIMBA only group than the SGT only group (P=0.0059). There was no significant difference in score between the SIMBA and SIMBA+SGT groups (P=0.3083). Most students agreed that SIMBA was easy to follow (96%), engaging and interactive (83%), stimulated their interest in endocrinology (86%), promoted new knowledge (94%), and provided an in-depth understanding on the topic (96%). 90% enjoyed the session overall and 80% would like to have SIMBA alongside SGT. Positive themes from thematic analysis were knowledge application through case-based learning, interaction, and instantaneous feedback.
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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