• A Malmartel, M Ecollan, M-C Bories, E Jablon, B Planquette, and B Ranque.
• Faculté de Médecine Paris Descartes, Université de Paris, F-75006 Paris, France; Département de médecine générale Paris Descartes, F-75014 Paris, France. Electronic address: alexandre.malmartel@u-paris.fr.
• Rev Med Interne. 2020 Oct 1; 41 (10): 653-660.

IntroductionMedsounds™ software allows to create an auscultation learning platform, by providing real pre-recorded cardiopulmonary sounds on virtual chests. The study aimed at comparing the skills in cardiopulmonary auscultation between students who benefited from this platform and students who did not have access to it.MethodsA controlled trial was conducted with 2nd year medical students randomised into three groups. Groups A, B and C received 10 h of cardiopulmonary clinical training. In addition, group B benefited from an online access to the educative platform, and group C had a demonstration of the platform during their clinical training, then an online access. The main outcome was a 3-point multiple-choice questionnaire based on 2 original case vignettes about the description of cardiopulmonary sounds. The secondary outcome was the faculty exam on high-fidelity cardiopulmonary simulator.ResultsGroups A and B included 127 students, and group C 117. Students in group C had a significantly higher score than those in group A (1.72/3 versus 1.48/3; p = 0.02), without difference between the groups B and C. Students who actually had a demonstration of the platform and used it at home had a higher score than those who did not use it (1.87 versus 1.51; p = 0.01). Students who had a demonstration of the platform before using it performed a better pulmonary examination on high-fidelity simulators.ConclusionThe supervised use of an online auscultation simulation software in addition to the traditional clinical training seems to improve the auscultation performances of undergraduated medical students.Copyright © 2020. Published by Elsevier Masson SAS.

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