Number
817
Name
Embedding Iterative, Branching Simulation Cases in Preclinical Curricula: Team-Based Learning and Modality Insights from an ARDS Exemplar
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Samar A. Hegazy, MD, PhD, MEHP, Carle Illinois College of Medicine-UIUC
Megan A. Lim, BS, Carle Illinois College of Medicine-UIUC
Donald Greeley, MD, Carle Illinois College of Medicine-UIUC
Shashi Kariyawasam, MD, Carle Illinois College of Medicine-UIUC
Shandra Jamison, MA, RRT, Carle Illinois College of Medicine-UIUC
Mae Vogel, MS, Carle Illinois College of Medicine-UIUC
Isaac Ryals, BS, Carle Illinois College of Medicine-UIUC
Cedric Dumas, PhD, Carle Illinois College of Medicine-UIUC
Anthony Nepomuceno, BS, Carle Illinois College of Medicine-UIUC
Laura Shackelford, PhD, Carle Illinois College of Medicine-UIUC
Presentation Topic(s)
Technology and Innovation
Description
Purpose:
To evaluate the impact of integrating a branching simulation (acute
respiratory distress syndrome; ARDS) in a preclinical course on knowledge
integration, clinical reasoning, and teamwork. Additionally, to describe
iterative enhancements as part of curricular quality improvement.
Methods:
A complex ARDS simulation was implemented in a preclinical respiratory
course: Class of 2028 experienced manikin-only, while Class of 2029 followed
a randomized crossover design. One group began with manikin, the other with
XR, then both switched. Scenarios required teamwork to navigate differential
diagnoses and apply foundational and clinical concepts through embedded
NBME-style MCQs. Pre-/post-MCQ tests and Likert surveys were administered
after each experience. Modality impact was assessed using post-first MCQ
improvements; Likert scores were used to evaluate satisfaction across
experiences.
Results:
Class of 2028 demonstrated significant improvement in pathogenesis-related
questions (71.9% to 89.3%, p = 0.0198) and directional gains in acid–base
concepts (75% to 82%). Likert scores indicated strong agreement that the
simulation supported clinical reasoning (mean ? 4.45), recognition of ARDS
settings (mean ? 4.09), and teamwork (mean ? 4.45). For Class of 2029,
analysis of post-first experience outcomes showed modality-specific strengths:
manikin sessions demonstrated greater improvement in clinical reasoning
(81.2% vs 50.0%; p = 0.010) and acid–base knowledge (78.1% vs 53.6%; p =
0.044), while XR sessions supported histopathology recognition (64.3% vs
43.8%). Post-first Likert scores favored manikin (4.09 vs 3.13, p <
0.001); post-second scores indicated both formats were effective. Qualitative
feedback emphasized realism, teamwork, and immersive learning.
Conclusions:
Embedding complex, branching cases into preclinical curricula fosters
diagnostic reasoning, teamwork, and clinical integration while supporting
iterative quality improvement. Enhancements such as XR broaden opportunities
for immersive, competency-based learning and demonstrate complementary
strengths across modalities. This approach offers a scalable, adaptable
framework for innovative curricular design that promotes experiential
learning and integration of basic and clinical sciences.
To evaluate the impact of integrating a branching simulation (acute
respiratory distress syndrome; ARDS) in a preclinical course on knowledge
integration, clinical reasoning, and teamwork. Additionally, to describe
iterative enhancements as part of curricular quality improvement.
Methods:
A complex ARDS simulation was implemented in a preclinical respiratory
course: Class of 2028 experienced manikin-only, while Class of 2029 followed
a randomized crossover design. One group began with manikin, the other with
XR, then both switched. Scenarios required teamwork to navigate differential
diagnoses and apply foundational and clinical concepts through embedded
NBME-style MCQs. Pre-/post-MCQ tests and Likert surveys were administered
after each experience. Modality impact was assessed using post-first MCQ
improvements; Likert scores were used to evaluate satisfaction across
experiences.
Results:
Class of 2028 demonstrated significant improvement in pathogenesis-related
questions (71.9% to 89.3%, p = 0.0198) and directional gains in acid–base
concepts (75% to 82%). Likert scores indicated strong agreement that the
simulation supported clinical reasoning (mean ? 4.45), recognition of ARDS
settings (mean ? 4.09), and teamwork (mean ? 4.45). For Class of 2029,
analysis of post-first experience outcomes showed modality-specific strengths:
manikin sessions demonstrated greater improvement in clinical reasoning
(81.2% vs 50.0%; p = 0.010) and acid–base knowledge (78.1% vs 53.6%; p =
0.044), while XR sessions supported histopathology recognition (64.3% vs
43.8%). Post-first Likert scores favored manikin (4.09 vs 3.13, p <
0.001); post-second scores indicated both formats were effective. Qualitative
feedback emphasized realism, teamwork, and immersive learning.
Conclusions:
Embedding complex, branching cases into preclinical curricula fosters
diagnostic reasoning, teamwork, and clinical integration while supporting
iterative quality improvement. Enhancements such as XR broaden opportunities
for immersive, competency-based learning and demonstrate complementary
strengths across modalities. This approach offers a scalable, adaptable
framework for innovative curricular design that promotes experiential
learning and integration of basic and clinical sciences.
Presentation Tag(s)
Best Student Poster Nominee