Simulation in undergraduate medical education: bridging the gap between theory and practice

Abstract

Objective To evaluate the use of simulation‐based teaching in the medical undergraduate curriculum in the context of management of medical emergencies, using a medium fidelity simulator. Design Small groups of medical students attended a simulation workshop on management of medical emergencies. The workshop was evaluated in a postcourse questionnaire. Subjects All Year 4 medical students allocated to the resuscitation rotation during the first half of 2002. Main outcome measures Student perceptions of learning outcomes, the value of the simulation in the undergraduate curriculum and their self‐assessed improved mastery of workshop material. Results A total of 33 students attended the workshop and all completed questionnaires. Students rated the workshop highly and found it a valuable learning experience. In all, 21 (64%) students identified teamwork skills as key learning points; 11 (33%) felt they had learnt how to approach a problem better, particularly in terms of using a systematic approach, and 12 (36%) felt they had learnt how to apply their theoretical knowledge in a clinical setting better. All 33 students were positive about the use of simulation in their training; 14 students wrote that simulation should be used more or should be mandatory in training; 5 students commented positively on the realism of the learning experience and a further 5 said they valued the opportunity to learn new skills in a safe environment. Conclusion This study demonstrates that medical students value simulation‐based learning highly. In particular, they value the opportunity to apply their theoretical knowledge in a safe and realistic setting, to develop teamwork skills and to develop a systematic approach to a problem. A medium fidelity simulator is a valuable educational tool in medical undergraduate education.