{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,14]],"date-time":"2026-03-14T09:27:56Z","timestamp":1773480476053,"version":"3.50.1"},"reference-count":22,"publisher":"Springer Science and Business Media LLC","issue":"3","license":[{"start":{"date-parts":[[2022,6,22]],"date-time":"2022-06-22T00:00:00Z","timestamp":1655856000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2022,6,22]],"date-time":"2022-06-22T00:00:00Z","timestamp":1655856000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/100012921","name":"Royal College of Surgeons in Ireland","doi-asserted-by":"crossref","id":[{"id":"10.13039\/100012921","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ir J Med Sci"],"published-print":{"date-parts":[[2023,6]]},"abstract":"<jats:title>Abstract\n<\/jats:title><jats:sec>\n                <jats:title>Background<\/jats:title>\n                <jats:p>COVID-19 has greatly impacted medical students\u2019 clinical education. This study evaluates the usefulness of a rapidly implemented on-site simulation programme deployed to supplement our disrupted curriculum.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Methods<\/jats:title>\n                <jats:p>Students on surgical rotations received 4-hour tutor-led simulated patient sessions (involving mannikins with remote audio-visual observation) respecting hospital and public health protocols. Attitudes were questionnaire-assessed before and after. Independent, blinded, nonacademic clinicians scored students\u2019 clinical competencies by observing real patient interactions using the surgical ward assessment tool in a representative sample versus those completing same duration medicine clinical rotations without simulation (Mann\u2013Whitney <jats:italic>U<\/jats:italic> testing, <jats:italic>p<\/jats:italic>\u2009&lt;\u20090.05 denoting significance) with all students receiving the same surgical e-learning resources and didactic teaching.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Results<\/jats:title>\n                <jats:p>A total of 220 students underwent simulation training, comprising 96\u00a0hours of scheduled direct teaching. Prior to commencement, 15 students (7% of 191 completing the survey) admitted anxiety, mainly due to clinical inexperience, with only two (1%) anxious re on-site spreading\/contracting of COVID-19. A total of 66 students (30%, 38 females and 29 graduate entrants) underwent formal competency assessment by clinicians from ten specialties at two clinical sites. Those who received simulation training (<jats:italic>n<\/jats:italic>\u2009=\u200935) were judged significantly better at history taking (<jats:italic>p<\/jats:italic>\u2009=\u20090.004) and test ordering (<jats:italic>p<\/jats:italic>\u2009=\u20090.01) but not clinical examination, patient drug chart assessment, or differential diagnosis formulation. Of 75 students providing subsequent feedback, 88% stated simulation beneficial (notably for history taking and physical examination skills in 63%) with 83% advocating for more.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Conclusion<\/jats:title>\n                <jats:p>Our rapidly implemented simulation programme for undergraduate medical students helped mitigate pandemic restrictions, enabling improved competence despite necessarily reduced clinical activity encouraging further development.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1007\/s11845-022-03057-z","type":"journal-article","created":{"date-parts":[[2022,6,22]],"date-time":"2022-06-22T22:02:50Z","timestamp":1655935370000},"page":"1009-1014","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Implementation of an on-site simulation programme during COVID-19 and the assessment of its impact on medical students\u2019 competence"],"prefix":"10.1007","volume":"192","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4051-3882","authenticated-orcid":false,"given":"Niall James","family":"McInerney","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mohammad Faraz","family":"Khan","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Laoise","family":"Coady","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jeffrey","family":"Dalli","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maurice","family":"Stokes","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Suzzane","family":"Donnelly","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Helen","family":"Heneghan","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ronan","family":"Cahill","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2022,6,22]]},"reference":[{"issue":"1","key":"3057_CR1","doi-asserted-by":"publisher","first-page":"6","DOI":"10.1007\/S40037-012-0002-7","volume":"1","author":"G Norman","year":"2012","unstructured":"Norman G (2012) Medical education: past, present and future. Perspect Med Educ 1(1):6\u201314","journal-title":"Perspect Med Educ"},{"issue":"1","key":"3057_CR2","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1186\/s12909-019-1535-9","volume":"19","author":"LM Buja","year":"2019","unstructured":"Buja LM (2019) Medical education today: all that glitters is not gold. BMC Med Educ 19(1):1\u201311","journal-title":"BMC Med Educ"},{"issue":"7","key":"3057_CR3","first-page":"594","volume":"80","author":"A Flexner","year":"2002","unstructured":"Flexner A (2002) Medical education in the United States and Canada From the Carnegie Foundation for the Advancement of Teaching Bulletin Number Four 1910. Bull World Health Organ 80(7):594\u2013602","journal-title":"Bull World Health Organ"},{"key":"3057_CR4","doi-asserted-by":"crossref","unstructured":"Carraccio C, Wolfsthal SD, Englander R et al (2002) Shifting paradigms: from flexner to competencies. Acad Med 77(5):361\u2013367","DOI":"10.1097\/00001888-200205000-00003"},{"key":"3057_CR5","doi-asserted-by":"crossref","unstructured":"Stacy R, Spencer J (1999) Patients as teachers: a qualitative study of patients\u2019 views on their role in a community-based undergraduate project. Med Educ 33:688\u2013694","DOI":"10.1046\/j.1365-2923.1999.00454.x"},{"key":"3057_CR6","doi-asserted-by":"crossref","unstructured":"Spencer J, Blackmore D, Heard S et al (2000) Patient-oriented learning: a review of the role of the patient in the education of medical students. Med Educ 34:851\u2013857","DOI":"10.1046\/j.1365-2923.2000.00779.x"},{"issue":"5","key":"3057_CR7","doi-asserted-by":"publisher","first-page":"442","DOI":"10.1056\/NEJMp0902021","volume":"361","author":"MW Kahn","year":"2009","unstructured":"Kahn MW (2009) What would Osler do? Learning from \u201cdifficult\u201d patients. N Engl J Med 361(5):442\u2013443","journal-title":"N Engl J Med"},{"key":"3057_CR8","unstructured":"Mirriam-Webster. No Title [Internet]. Available from: https:\/\/www.merriam-webster.com\/dictionary\/competence. Accessed Apr 20211"},{"key":"3057_CR9","unstructured":"Ten Cate O\u00a0(2017) Competency-based postgraduate medical education: past, present and future. GMS J Med Educ [Internet]. 34(5):1\u201313. Available from: https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5704607\/"},{"key":"3057_CR10","unstructured":"McGaghie WC, Sajid AW, Miller GE T et al (1978)\u00a0Competency-based curriculum development in medical education - an introduction. [Internet]. Available from: https:\/\/apps.who.int\/iris\/handle\/10665\/39703"},{"key":"3057_CR11","doi-asserted-by":"publisher","unstructured":"Ahmed K, Anderson O, Jawad M et al (2015)\u00a0Design and validation of the surgical ward round assessment tool\u202f: a quantitative observational study. Am J Surg [Internet] 209(4):682\u2013688.e2. Available from: https:\/\/doi.org\/10.1016\/j.amjsurg.2014.08.017","DOI":"10.1016\/j.amjsurg.2014.08.017"},{"issue":"SUPPL. 1","key":"3057_CR12","doi-asserted-by":"publisher","first-page":"2","DOI":"10.1136\/qshc.2004.009878","volume":"13","author":"DM Gaba","year":"2004","unstructured":"Gaba DM (2004) The future vision of simulation in health care. Qual Saf Heal Care 13(SUPPL. 1):2\u201310","journal-title":"Qual Saf Heal Care"},{"key":"3057_CR13","doi-asserted-by":"crossref","unstructured":"Motola I, Devine LA, Chung HS et al (2013) Simulation in healthcare education a best evidence practical guide AMEE Guide No 82. Med Teach 35(10):142\u2013159","DOI":"10.3109\/0142159X.2013.818632"},{"key":"3057_CR14","doi-asserted-by":"crossref","unstructured":"Arangalage D, Abtan J, Gaschignard J et al (2019) Implementation of a large-scale simulation-based cardiovascular clinical examination course for undergraduate medical students-a pilot study. BMC Med Educ 19(1):1\u20136","DOI":"10.1186\/s12909-019-1750-4"},{"key":"3057_CR15","doi-asserted-by":"publisher","unstructured":"Zendejas B, Wang AT, Brydges R et al (2013) Cost: the missing outcome in simulation-based medical education research: a systematic review. Surg (United States) [Internet]\u00a0153(2):160\u2013176. Available from: https:\/\/doi.org\/10.1016\/j.surg.2012.06.025","DOI":"10.1016\/j.surg.2012.06.025"},{"issue":"1","key":"3057_CR16","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1007\/s11845-019-02050-3","volume":"189","author":"MC Morris","year":"2020","unstructured":"Morris MC, Conroy P (2020) Development of a simulation-based sub-module in undergraduate medical education. Ir J Med Sci 189(1):389\u2013394","journal-title":"Ir J Med Sci"},{"key":"3057_CR17","doi-asserted-by":"crossref","unstructured":"Fernandez N, Dory V, Ste-Marie LG et al (2012) Varying conceptions of competence: an analysis of how health sciences educators define competence. Med Educ 46(4):357\u2013365","DOI":"10.1111\/j.1365-2923.2011.04183.x"},{"key":"3057_CR18","doi-asserted-by":"publisher","unstructured":"Giblett N, Rathore R, Carruthers D (2017) Simulating the surgical patient pathway for undergraduates. J Surg Educ [Internet] 74(2):271\u2013276. Available from: https:\/\/doi.org\/10.1016\/j.jsurg.2016.10.003","DOI":"10.1016\/j.jsurg.2016.10.003"},{"key":"3057_CR19","doi-asserted-by":"crossref","unstructured":"Gr\u00fcnewald M, Klein E, Hapfelmeier A et al (2020) Improving physicians\u2019 surgical ward round competence through simulation-based training. Patient Educ Couns 103(5):971\u2013977","DOI":"10.1016\/j.pec.2019.11.029"},{"key":"3057_CR20","doi-asserted-by":"publisher","unstructured":"Hogg G, Miller D (2016) The effects of an enhanced simulation programme on medical students\u2019 confidence responding to clinical deterioration. BMC Med Educ [Internet] 16(1):1\u20138. Available from: https:\/\/doi.org\/10.1186\/s12909-016-0685-2","DOI":"10.1186\/s12909-016-0685-2"},{"issue":"2","key":"3057_CR21","doi-asserted-by":"publisher","first-page":"160","DOI":"10.1080\/10401334.2014.883984","volume":"26","author":"C Nitschmann","year":"2014","unstructured":"Nitschmann C, Bartz D, Johnson NR (2014) Gynecologic simulation training increases medical student confidence and interest in women\u2019s health. Teach Learn Med 26(2):160\u2013163","journal-title":"Teach Learn Med"},{"issue":"7","key":"3057_CR22","doi-asserted-by":"publisher","first-page":"569","DOI":"10.3109\/01421590903544710","volume":"32","author":"Z Paskins","year":"2010","unstructured":"Paskins Z, Peile E (2010) Final year medical students\u2019 views on simulation-based teaching: a comparison with the best evidence medical education systematic review. Med Teach 32(7):569\u2013577","journal-title":"Med Teach"}],"updated-by":[{"DOI":"10.1007\/s11845-022-03088-6","type":"correction","label":"Correction","source":"publisher","updated":{"date-parts":[[2022,6,28]],"date-time":"2022-06-28T00:00:00Z","timestamp":1656374400000}}],"container-title":["Irish Journal of Medical Science (1971 -)"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11845-022-03057-z.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11845-022-03057-z\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11845-022-03057-z.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,6,8]],"date-time":"2023-06-08T07:10:07Z","timestamp":1686208207000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11845-022-03057-z"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,6,22]]},"references-count":22,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2023,6]]}},"alternative-id":["3057"],"URL":"https:\/\/doi.org\/10.1007\/s11845-022-03057-z","relation":{"correction":[{"id-type":"doi","id":"10.1007\/s11845-022-03088-6","asserted-by":"object"}]},"ISSN":["0021-1265","1863-4362"],"issn-type":[{"value":"0021-1265","type":"print"},{"value":"1863-4362","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,6,22]]},"assertion":[{"value":"9 February 2022","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"7 June 2022","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"22 June 2022","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"28 June 2022","order":4,"name":"change_date","label":"Change Date","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"Correction","order":5,"name":"change_type","label":"Change Type","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"A Correction to this paper has been published:","order":6,"name":"change_details","label":"Change Details","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"https:\/\/doi.org\/10.1007\/s11845-022-03088-6","URL":"https:\/\/doi.org\/10.1007\/s11845-022-03088-6","order":7,"name":"change_details","label":"Change Details","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Professor Ronan Cahill is named on a patent filed in relation to processes for visual determination of tissue biology, receives speaker fees from Stryker Corp and Ethicon\/J&J, research funding from Intuitive Corp and Medtronic, and holds research funding from the Irish Government (DTIF) in collaboration with IBM Research in Ireland and from EU Horizon 2020 in collaboration with Palliare. The other authors have no conflicts to declare.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}