Authors | Institution | |
R Damant (rdamant@ualberta.ca) D Harley K Beck C Rach M Amyotte S Sandilands |
Faculty of Medicine and Dentistry University of Alberta Edmonton, Alberta CANADA |
|
|||||||
Early Introduction of Respiratory Diagnostic and Therapeutic Skills to Medicine and Dentistry Students |
Respiratory illness is common. Our group developed a Respiratory Skills Laboratory focusing on key diagnostic and therapeutic skills required to manage respiratory patients.
Questions: how is the Respiratory Skills Laboratory (RSL) perceived by learners?
The RSL’s goal was to introduce learners to use of a bag-mask device, arterial blood gas sampling, oxygen therapy and Continuous Positive Airway Pressure/Non-Invasive Ventilation. Resources are available upon request.
The lab consisted of 4 fifteen-minute stations. Students rotated in groups of 12. Stations were facilitated by content experts. Facilitators provided a brief overview. Hands-on experience was encouraged. Participants then completed a survey.
201 students (167 MD, 34 DDS) took part. 177 students (88%) completed the survey. Scores (n/5.0): objectives clarity, 4.2; allotted time, 2.6; relevance, 4.5; enhanced comprehension, 4.4; overall value, 4.7; bag-and-mask, 4.6; oxygen, 4.5; CPAP/NIV, 4.5; ABG, 4.7. 97% of students agreed or strongly agreed that the RSL was valuable. Station scores ranged from 4.5 to 4.7.
95% of students agreed or strongly agreed that the experience improved their comprehension of respiratory medicine. Medicine and dentistry students differed regarding relevance of the session (3.8 vs. 4.7; p =<0.01).
Student feedback to a RSL is favorable. Student scores support the allotment of more time to the activity as well as the addition of two stations: inhaler devices and spirometry.
Time allotment to the RSL is being increased. The two additional stations suggested by students are being added. Impact on student performance will be assessed. Follow-up respiratory skills sessions may be integrated into later years of the MD/DDS programs.