Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin

Introduction Cardiac auscultation skills are essential to the development of a competent physician. We created a hypothesis-driven cardiac auscultation laboratory session utilizing a high-fidelity simulator to teach these skills to second-year medical students at our institution. This program was gr...

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Autores principales:	Antonia Quinn, Jennifer Kaminsky, Andrew Adler, Shirley Eisner, Robin Ovitsh
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Cardiac Auscultation Deliberate Practice Simulation High Fidelity Murmurs Heart Sounds Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/391759295d17489eb878f39cb6d228ed
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spelling	oai:doaj.org-article:391759295d17489eb878f39cb6d228ed2021-11-22T14:01:12ZCardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin10.15766/mep_2374-8265.108392374-8265https://doaj.org/article/391759295d17489eb878f39cb6d228ed2019-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10839https://doaj.org/toc/2374-8265Introduction Cardiac auscultation skills are essential to the development of a competent physician. We created a hypothesis-driven cardiac auscultation laboratory session utilizing a high-fidelity simulator to teach these skills to second-year medical students at our institution. This program was grounded in deliberate practice opportunities to aid in the acquisition of cardiac auscultation skills. Methods This session aimed to help students identify and discriminate between normal and pathologic heart sounds in the context of a clinical vignette. Faculty facilitators guided students through unknown patient cases and utilized the auscultation manikin to simulate corresponding heart sounds. Time was also allotted for students to auscultate the manikins and practice their cardiac physical examination skills. Results This program has been in place at our institution since 2016 and has been well received by students and facilitators. Since its initial introduction in 2016, 183 second-year medical students have completed the cardiac auscultation lab session each year, for a total of 549 students. Evaluations of the session have improved as faculty have become more familiar with the mechanics of operating the auscultation manikin. Discussion The cardiac exam and heart sounds lab can be adapted to any simulator model that is capable of producing heart sounds and can be done in a large- or small-group format. Enough time should be allotted to adequately work through all components of the laboratory. Student and faculty feedback has helped us further refine the session since its initial introduction to the curriculum.Antonia QuinnJennifer KaminskyAndrew AdlerShirley EisnerRobin OvitshAssociation of American Medical CollegesarticleCardiac AuscultationDeliberate PracticeSimulationHigh FidelityMurmursHeart SoundsMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Cardiac Auscultation Deliberate Practice Simulation High Fidelity Murmurs Heart Sounds Medicine (General) R5-920 Education L
spellingShingle	Cardiac Auscultation Deliberate Practice Simulation High Fidelity Murmurs Heart Sounds Medicine (General) R5-920 Education L Antonia Quinn Jennifer Kaminsky Andrew Adler Shirley Eisner Robin Ovitsh Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
description	Introduction Cardiac auscultation skills are essential to the development of a competent physician. We created a hypothesis-driven cardiac auscultation laboratory session utilizing a high-fidelity simulator to teach these skills to second-year medical students at our institution. This program was grounded in deliberate practice opportunities to aid in the acquisition of cardiac auscultation skills. Methods This session aimed to help students identify and discriminate between normal and pathologic heart sounds in the context of a clinical vignette. Faculty facilitators guided students through unknown patient cases and utilized the auscultation manikin to simulate corresponding heart sounds. Time was also allotted for students to auscultate the manikins and practice their cardiac physical examination skills. Results This program has been in place at our institution since 2016 and has been well received by students and facilitators. Since its initial introduction in 2016, 183 second-year medical students have completed the cardiac auscultation lab session each year, for a total of 549 students. Evaluations of the session have improved as faculty have become more familiar with the mechanics of operating the auscultation manikin. Discussion The cardiac exam and heart sounds lab can be adapted to any simulator model that is capable of producing heart sounds and can be done in a large- or small-group format. Enough time should be allotted to adequately work through all components of the laboratory. Student and faculty feedback has helped us further refine the session since its initial introduction to the curriculum.
format	article
author	Antonia Quinn Jennifer Kaminsky Andrew Adler Shirley Eisner Robin Ovitsh
author_facet	Antonia Quinn Jennifer Kaminsky Andrew Adler Shirley Eisner Robin Ovitsh
author_sort	Antonia Quinn
title	Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
title_short	Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
title_full	Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
title_fullStr	Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
title_full_unstemmed	Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin
title_sort	cardiac auscultation lab using a heart sounds auscultation simulation manikin
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/391759295d17489eb878f39cb6d228ed
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Cardiac Auscultation Lab Using a Heart Sounds Auscultation Simulation Manikin

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