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ncy Medicine.

“Our curriculum challenges students to apply knowledge and skills to the clinical workplace during rather than after the initial learning process,” said Johnson. “The opportunity for students to learn and apply principals of neuroscience through a medical emergency was only possible through this creative use of a simulated patient.”

Through a guided group discussion to manage the case, students learned about altered levels of consciousness and potential causes of the simulated patient’s symptoms, including stroke, brain injury and hypoglycemia. They learned about the sympathetic and parasympathetic nervous systems and how various mediations affect brain cell receptors.

“Dr. Fitch's innovative exercise is a real attention-grabber for our students,” said K. Patrick Ober, M.D., associate dean for education. “It emphasizes the linkage between basic science knowledge and excellence in patient care.”

Fitch plans to expand the program to include additional concepts in science and is working on a case involving traumatic injury to the lung to teach some fundamentals of respiratory physiology.

“This type of innovation is directly aligned with a relatively recent emphasis on active learning strategies in the medical student curriculum,” said M. Ann Lambros, Ph.D., assistant dean for education. “Dr. Fitch's use of simulation in the lecture setting provides an outstanding model for other faculty to consider.”
(Source: Newswise)
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