dc.contributor.author | Santorino, Data | |
dc.contributor.author | Dubé, Mirette M. | |
dc.contributor.author | Bajunirwe, Francis | |
dc.contributor.author | Kyakwera, Catherine | |
dc.contributor.author | Robinson, Traci | |
dc.contributor.author | Najjuma, Josephine N. | |
dc.contributor.author | Cherop, Moses | |
dc.contributor.author | Abesiga, Lenard | |
dc.contributor.author | Namata, Tamara | |
dc.contributor.author | Brenner, Jennifer L. | |
dc.contributor.author | Singhal, Nalini | |
dc.contributor.author | Twine, Margaret | |
dc.contributor.author | Wishart, Ian | |
dc.contributor.author | MacIntosh, Heather | |
dc.contributor.author | Cheng, Adam | |
dc.date.accessioned | 2022-05-16T07:54:49Z | |
dc.date.available | 2022-05-16T07:54:49Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Data, S., Dubé, M. M., Bajunirwe, F., Kyakwera, C., Robinson, T., Najjuma, J. N., ... & Cheng, A. (2021). Feasibility of an Interprofessional, Simulation-Based Curriculum to Improve Teamwork Skills, Clinical Skills, and Knowledge of Undergraduate Medical and Nursing Students in Uganda: A Cohort Study. Simulation in Healthcare, 16(6), e100-e108. | en_US |
dc.identifier.uri | http://ir.must.ac.ug/xmlui/handle/123456789/1924 | |
dc.description.abstract | Introduction: Many deaths in Sub-Saharan Africa are preventable with provision of skilled healthcare. Unfortunately, skills decay after training. We determined the feasibility of implementing an interprofessional (IP) simulation-based educational curriculum in Uganda and evaluated the possible impact of this curriculum on teamwork, clinical skills (CSs), and knowledge among undergraduate medical and nursing students.
Methods: We conducted a prospective cohort study over 10 months. Students were divided into 4 cohorts based on clinical rotations and exposed to rotation-specific simulation scenarios at baseline, 1 month, and 10 months. We measured clinical teamwork scores (CTSs) at baseline and 10 months; CSs at baseline and 10 months, and knowledge scores (KSs) at baseline, 1 month, and 10 months. We used paired t tests to compare mean CTSs and KSs, as well as Wilcoxon rank sum test to compare group CS scores.
Results: One hundred five students (21 teams) participated in standardized simulation scenarios. We successfully implemented the IP, simulation-based curriculum. Teamwork skills improved from baseline to 10 months when participants were exposed to: (a) similar scenario to baseline {baseline mean CTS = 55.9% [standard deviation (SD) = 14.4]; 10-month mean CTS = 88.6%; SD = 8.5, P = 0.001}, and (b) a different scenario to baseline [baseline mean CTS = 55.9% (SD = 14.4); 10-month CTS = 77.8% (SD = 20.1), P = 0.01]. All scenario-specific CS scores showed no improvement at 10 months compared with baseline. Knowledge was retained in all scenarios at 10 months.
Conclusions: An IP, simulation-based undergraduate curriculum is feasible to implement in a low-resource setting and may contribute to gains in knowledge and teamwork skills. (Sim Healthcare 00:00–00, 2020) | en_US |
dc.description.sponsorship | Acute Medicine (Grant Number: 40162), the Elma Foundation (Grant Number: 16-F0021), and the International Development
Research Center, Canada (Grant Number: 108217-001) | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Simulation in Healthcare | en_US |
dc.subject | Interprofessional simulation | en_US |
dc.subject | Teamwork | en_US |
dc.subject | Clinical skills | en_US |
dc.subject | Uganda | en_US |
dc.subject | Africa | en_US |
dc.title | Feasibility of an Interprofessional, Simulation-Based Curriculum to Improve Teamwork Skills, Clinical Skills, and Knowledge of Undergraduate Medical and Nursing Students in Uganda | en_US |
dc.title.alternative | A Cohort Study | en_US |
dc.type | Article | en_US |