Comparing the Effect of Concept Mapping to Clinical Simulation on Emergency Medical Student's Clinical Decision Making

Application of appropriate teaching techniques can increase decision-making skills in emergency settings. Considering the importance of decision-making for rescuers in prevention of deteriorating problems and maintaining patient’s safety in the first level of care, the aim of this study was to compare the effect of two educational methods (concept mapping and clinical simulation) on emergency medical student`s clinical decision making. In a quasi- experimental study, 44 emergency medical students in Birjand University of Medical Sciences were selected through census method and randomly divided into two groups (simulation and concept map). After pre-test, stages of decision making were taught during 3 educational workshops in the simulation group using mannequin and in the concept map group by concept mapping. Then, they took the post-test and after 1 month the retention test was performed. To gather data, clinical decision making cards and Q-Sort method by planning three trauma scenarios were used. Data were analyzed using repeated measure ANOVA and independent T tests at a significance level of (P<0.05). The mean of pre-test scores in two groups did not differ significantly. Changes in mean and standard deviation scores of clinical decision making for simulation group in pre-test 34.95±3.68, post-test 44.59±3.04 and retention test 41.54±2.98 and also in concept map group 34.18±4.55, 42.50±3.46 and 39.50±3.63 were different significantly. The mean difference of pre- and post-tests in concept map group (8.31±3.99) and simulation group (9.63±4.38) did not differ significantly. Both concept map and clinical simulation methods are effective ways to improve clinical decision making of emergency medical students.