High fidelity simulation in undergraduate medical curricula: experience of fourth year medical students

Introduction: Application of theoretical knowledge to management of critically ill patients is a challengingtask for medical undergraduates where opportunities to learn clinical skills with regard to managementof emergencies are few. High fidelity simulation (HFS) is widely used globally to learn clinical skills in asafe environment. However, research in use of HFS in developing countries such as Sri Lanka isminimal.
Purpose: The purpose of this study was to explore the response of medical undergraduates to a highfidelity simulator in the context of management of emergencies.
Method: A pilot group of 30 fourth year medical students underwent a high fidelity simulator session.They completed a self-administered evaluation, which included both open and close ended questionsand participated in a focus group discussion post-simulation. Descriptive statistics were employed toanalyze the responses to close-ended questions and the responses to open- ended questions andfocus group discussion were analyzed for recurring themes.
Result: Students rated the simulation-based learning experience with high positivity. The self-competency of 29 (96.6%) students had increased post-simulation while providing a safe learningenvironment to all students. Majority (63.3%; n=19) felt it helped put theory into practice. Qualitativedata gathered from open-ended questions and focus group discussions further confirmed thesefindings.
Conclusion: The study demonstrates that HFS can be used to provide a safe environment and asatisfying educational experience for students to learn medical emergencies, and as an educationalopportunity of translating theory into practice. Although HFSs are costly they appear to be cost effectivein terms of educational outcomes.