PloS one · 2026
Advancing health equity through simulation-based education for pre-health students.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Tomobi Oluwakemi, DeFazio Sarah, Lin Dena, Brashear Alyssa, Smart Klint, Epps Gregory, Woodberry Kerri
Аннотация
INTRODUCTION: Basic sciences are foundational for a career in the health professions. However, interest in the sciences wanes as students in the United States progress through K-12 education and reaches a nadir in the undergraduate years; this decline is particularly marked in underrepresented communities. In addition, difficulty in basic sciences may present as a barrier to entering the health professions. This study examines clinical simulation as an adjunct to lectures for promoting pre-health students' understanding, retention, and recall of the basic sciences as well as the feasibility and acceptability of this approach.
METHODS: This study used a pretest/posttest design. Data collection occurred from March 2025 to August 2025. Following a traditional lecture, simulation was conducted on the following scenarios: malignant hyperthermia, opioid overdose, stroke, and cardiac emergency. Students assumed different roles within a healthcare team, allowing for checklist assessment of knowledge acquisition and decision-making abilities in a controlled setting. Written 20 item pre-simulation and post-simulation assessment data were analyzed descriptively and with t-tests to assess learning. Surveys and qualitative analysis from oral and written comments were used to assess acceptability and feasibility of simulation as an educational tool.
RESULTS: Clinical simulation participants included 43 pre-health students. There was a mean increase in written test scores following simulation, demonstrating significantly higher performance immediately after the simulation and 3 months later (M1 = 10.4 vs M2 = 16.4; p < 0.001; M1 = 10.4 vs M3 = 16.2, p < 0.001). Participants reported increased confidence (p < 0.001), most significantly in understanding stroke, heart attack, intraoperative emergency, cardiopulmonary resuscitation (CPR), opioid overdose, and administering naloxone. Comments suggested positive experiences with clinical simulation.
CONCLUSION: Our study demonstrated that clinical simulation is feasible, acceptable, and effective for pre-health education. This study reiterates the value of hands-on, interprofessional, and collaborative learning in student engagement and learning outcomes.
METHODS: This study used a pretest/posttest design. Data collection occurred from March 2025 to August 2025. Following a traditional lecture, simulation was conducted on the following scenarios: malignant hyperthermia, opioid overdose, stroke, and cardiac emergency. Students assumed different roles within a healthcare team, allowing for checklist assessment of knowledge acquisition and decision-making abilities in a controlled setting. Written 20 item pre-simulation and post-simulation assessment data were analyzed descriptively and with t-tests to assess learning. Surveys and qualitative analysis from oral and written comments were used to assess acceptability and feasibility of simulation as an educational tool.
RESULTS: Clinical simulation participants included 43 pre-health students. There was a mean increase in written test scores following simulation, demonstrating significantly higher performance immediately after the simulation and 3 months later (M1 = 10.4 vs M2 = 16.4; p < 0.001; M1 = 10.4 vs M3 = 16.2, p < 0.001). Participants reported increased confidence (p < 0.001), most significantly in understanding stroke, heart attack, intraoperative emergency, cardiopulmonary resuscitation (CPR), opioid overdose, and administering naloxone. Comments suggested positive experiences with clinical simulation.
CONCLUSION: Our study demonstrated that clinical simulation is feasible, acceptable, and effective for pre-health education. This study reiterates the value of hands-on, interprofessional, and collaborative learning in student engagement and learning outcomes.