APPLYING ADULT LEARNING PRINCIPLES TO TEACH BASIC SCIENCE: USING STANDARDIZED PATIENTS AND SIMULATION IN PHYSIOLOGY

N. Kevin Krane*, Delia Anderson, Elma LeDoux, Jeff Wiese, Romy Kittrell, Kit Shelby, and Norman Kreisman, Tulane University School of Medicine,

New Orleans, La, 70112, U.S.A.

PURPOSE: Adult learning theory emphasizes the importance of teaching knowledge to medical students in a manner that emphasizes experiential and applied learning. An innovative approach to utilizing these principles as part of a first year medical student physiology course using standardized patients (SPs), a high-fidelity cardiovascular simulator, and applied technology with electrocardiograms (EKGs) is described.

METHODS: During the cardiac physiology and electrophysiology portion of their first-year physiology course, all Tulane medical students were divided into one of 4 rotating small groups as part of a half-day symposium that consisted of: a review of the normal EKG, a demonstration of the application of the EKG using SPs, training on the normal cardiac examination by SP teaching assistants and training on a high-fidelity cardiovascular simulator (Harvey®) demonstrating the cardiac cycle in relationship to the normal cardiovascular examination. All sessions were highly interactive and required student participation and application of their classroom knowledge. Student feedback regarding sessions was obtained by having students complete an open-ended questionnaire as to what they liked best or least.

RESULTS: Student feedback was very positive. The groups provided a safe environment for students to learn the cardiovascular examination while emphasizing an understanding of cardiac physiology and electrophysiology. Students immediately appreciated the value of applying key physiologic principles to clinical medicine.

CONCLUSION: Adult learning principles can be effectively applied by using SPs, simulation, and EKGs to teach important and fundamental basic science concepts and knowledge to first year medical students.