{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,26]],"date-time":"2025-11-26T16:39:51Z","timestamp":1764175191466},"reference-count":18,"publisher":"Walter de Gruyter GmbH","issue":"3","license":[{"start":{"date-parts":[[2022,2,1]],"date-time":"2022-02-01T00:00:00Z","timestamp":1643673600000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,2,23]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:sec id=\"j_jom-2021-0086_abs_001\">\n                  <jats:title>Context<\/jats:title>\n                  <jats:p>Simulation-based education can enhance medical students\u2019 understanding of clinical concepts as they learn the key elements needed to treat patients with various medical conditions. The integration of simulation programs into medical school curricula increases students\u2019 exposure to this type of learning.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2021-0086_abs_002\">\n                  <jats:title>Objectives<\/jats:title>\n                  <jats:p>To determine the effectiveness of simulation activities on medical students\u2019 perceptions of understanding cardiac rhythm identification and the pharmacology skills necessary to manage a stable patient with cardiac arrhythmia.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2021-0086_abs_003\">\n                  <jats:title>Methods<\/jats:title>\n                  <jats:p>A retrospective secondary data analysis was conducted utilizing a quasi-experimental one-group pretest\/posttest study of a convenience sample of 159 second-year medical students in the southeastern United States during the 2017\u20132018 academic year. Because this was a one-group pretest\/posttest study, only second-year medical students whose data could be matched were included. A 5-point Likert scale, previously developed as part of the clinical skills course, was utilized to collect ordinal understanding of cardiac rhythm identification and the pharmacologic management of a stable patient with cardiac arrhythmia. The intervention was an 18-min simulated patient encounter involving a high-fidelity mannequin (SimMan 3G or Essential) with supraventricular tachycardia.<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2021-0086_abs_004\">\n                  <jats:title>Results<\/jats:title>\n                  <jats:p>Of the 159 students, the number of students who reported a good perception of understanding of cardiac rhythm identification presimulation activity increased from 44.0% (70) to 52.2% (83) postsimulation activity. The number who reported a good perception of understanding of the pharmacologic management of a stable patient with cardiac arrhythmia presimulation increased from 37.7% (60) to 49.1% (78) postsimulation. A Wilcoxon signed-rank test model was fitted to examine improvements in perceptions of understanding of cardiac rhythm identification and the pharmacologic management of cardiac arrhythmia. The results suggested that participation in simulation activities elicited a statistically significant improvement in the students\u2019 perceptions of understanding of cardiac rhythm identification and the pharmacologic management of cardiac arrhythmia (p=0.000).<\/jats:p>\n               <\/jats:sec>\n               <jats:sec id=\"j_jom-2021-0086_abs_005\">\n                  <jats:title>Conclusions<\/jats:title>\n                  <jats:p>As medical education continues to evolve, simulation-based education may be helpful in enhancing medical students\u2019 understanding of cardiac rhythm identification and the pharmacology skills necessary to manage a stable patient with cardiac arrhythmia.<\/jats:p>\n               <\/jats:sec>","DOI":"10.1515\/jom-2021-0086","type":"journal-article","created":{"date-parts":[[2022,2,2]],"date-time":"2022-02-02T13:12:53Z","timestamp":1643807573000},"page":"133-139","source":"Crossref","is-referenced-by-count":3,"title":["Medical students\u2019 perceptions of understanding skills needed in treating cardiac patients through simulation-based encounters in a clinical skills curriculum"],"prefix":"10.1515","volume":"122","author":[{"given":"Brian G.","family":"Mann","sequence":"first","affiliation":[{"name":"Clinical Affairs, Department of Simulation , Campbell University School of Osteopathic Medicine , Lillington , NC , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Olawunmi","family":"Obisesan","sequence":"additional","affiliation":[{"name":"College of Graduate Health Studies, A.T. Still University , Kirksville , MO , USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2022,2,1]]},"reference":[{"key":"2023040101210972895_j_jom-2021-0086_ref_001","unstructured":"Passiment, M, Sacks, H, Huang, G. Medical simulation in medical education: results of an AAMC survey. Association of American Medical Colleges; 2011. https:\/\/www.aamc.org\/system\/files\/c\/2\/259760-medicalsimulationinmedicaleducationanaamcsurvey.pdf [Accessed 22 Feb 2021]."},{"key":"2023040101210972895_j_jom-2021-0086_ref_002","doi-asserted-by":"crossref","unstructured":"Harris, SS, Barden, B, Walker, HK, Reznek, MA. Assessment of student learning behaviors to guide the integration of technology in curriculum reform. 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