gms | German Medical Science

Background: Peer tutoring has been an integral part of the Faculty of Medicine in Maribor for more than ten years. Every year, we try to progress and improve our techniques of passing on knowledge to younger generations. This year, we have studied the effectiveness of the ABCDE approach using the theoretical and simulation-based learning of sepsis. Our objective was to assess whether the theoretical introduction before the simulation performed better on the theoretical exam than vice-versa.

Methods: We included 44 fourth-, fifth- and sixth-year students and general medicine graduates from Ljubljana and Maribor’s medical faculties. The study occurred during Klinikfest, a two-day clinical skills event organized by peer-tutors in December 2023. The students were randomly divided into two groups. The first group underwent a theoretical exam immediately after receiving a theoretical introduction, and the second group immediately after the simulation. The theory covered fundamental aspects of sepsis and the ABCDE approach. In the simulation, students had to test their knowledge of the ABCDE approach and manage a critically ill patient with sepsis, apply their knowledge of clinical skills, measure vital signs, and make diagnostic and therapeutic decisions. Both groups completed an identical theoretical test comprising 20 multiple-choice questions, each with a single correct answer. The questions focused on sepsis, septic shock, and the ABCDE approach. The participants were given 15 minutes to complete the test.

Results: On average, the students scored 13.4±2.7 points out of 20 points. The data analysis showed no significant differences between the two groups' test scores (p=0.061). Comparison of the students’ scores according to the year of study also showed no statistically different results (p=0.143).

Conclusions: Both learning methods proved to be similarly effective. Despite the hypothesis that students who first attended the theoretical introduction would outperform those who took the clinical simulation, no such differences were observed. Our work has shown that both practical and theoretical work results in similar performance on theoretical exams. Comparison between different age groups showed no significant differences, suggesting that this type of knowledge transfer could be successfully implemented in diverse learning environments. Strategic integration of theoretical and practical elements in medical education is crucial for optimal learning outcomes. It is essential to include both aspects in our tutoring system. Clinical simulation with a theoretical introduction is helpful because students can review and apply theoretical knowledge and clinical skills they have already learned and acquire new knowledge in a more innovative, exciting way.