Abstract

Mohamed EL Minaoui* and Wassim Beladel

ABSTRACT

Introduction: Since the new reform of Moroccan medical studies. The limited volume of time reserved for teaching cardiovascular semiology imposes an additional effort, in terms of pedagogical innovation, to achieve the expected objectives, which is why parallel teaching by simulation constitutes an attractive modality and perhaps a complement to efficient training. Objective: To study the relevance and impact of simulation on the learning of cardiac auscultatory semiology. Materials and Methods: This is a monocentric prospective study, carried out at the simulation center of the Faculty of Medicine and Pharmacy of Agadir, including students in the 4th year of Medicine in cardiology internship at the regional hospital center of Agadir from November 2019 to November 2020. The students benefited from twelve training workshops in cardiac auscultatory semiology by simulation over six half-days. Student satisfaction and the impact of the training were assessed through a pre-and post-test scoring system and a satisfaction grid. Results and discussion: forty students were included in the study divided into six groups. 60% of the students said they had attended the lecture on cardiovascular semiology. All students expressed a good to an excellent level of satisfaction. The average score out of 20 obtained by the students improved significantly between the pre-test and the post-test (6.3±2.1 and 11.3±2.7 respectively) (p