A Comparative Study of Simulation-Based and Lecture-Based Learning in Traditional Japanese (Kampo) Medical Education

摘要

Objective: This study compared the effects of simulation-based and lecture-based learning in traditional Japanese (Kampo) medical education. Design: We conducted a non-randomized open label comparison study. Materials and Methods: To conduct the comparative study, we used two different methods over two consecutive years to teach Kampo medicine to students during their clinical clerkship. Students who participated in a five-day clinical clerkship in 2018 were designated as the "lecture group" and those who participated in 2019 were designated as the "simulation group". The lecture group attended two lectures and the simulation group participated in two simulation-based learning sessions. For all students, one hour was dedicated to the adverse effects of Kampo medicine and a one hour was dedicated to the indications of typical Kampo medicine. The educational outcome was evaluated using a questionnaire called "Self-Assessment Questionnaire for Kampo Medical Knowledge and Skills" or SAQKM. Results: A comparison of the SAQKM scores obtained by students before and after the clinical clerkship revealed that both groups raised their self-assessment score for all five areas, as well as their total SAQKM score. The score related to the knowledge of the adverse effects of Kampo medicine was 46.68 ± 20.15 in the simulation group, which is significantly larger than 39.19 ± 23.55 in the lecture group (p = 0.025). Conclusion: In traditional Japanese (Kampo) medical education, simulation-based learning using role-playing between students was more effective than lecture-style learning, especially in relation to the adverse effects of Kampo medicine.