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Related Experiment Video

Updated: Jun 27, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

A simulation course on lifesaving techniques for third-year medical students.

Anil Shukla1, Daniel Kline, Ajith Cherian

  • 1School of Medicine, Department of Emergency Medicine, University of Virginia, Charlottesville, VA 22908, USA.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|December 18, 2008
PubMed
Summary

Medical students showed increased confidence and acceptance of simulation technology after a lifesaving techniques course replaced animal vivisection. This simulation-based training effectively met educational objectives.

Related Experiment Videos

Last Updated: Jun 27, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

  • Medical Education
  • Simulation Technology
  • Surgical Skills Training

Background:

  • University of Virginia School of Medicine ceased animal vivisection for teaching lifesaving procedures in 2004.
  • A 1-day simulation-based course was developed to replace animal laboratory objectives.
  • The study aimed to evaluate the effectiveness of this new simulation course.

Purpose of the Study:

  • To assess the impact of a simulation-based lifesaving techniques course on medical students' confidence.
  • To evaluate students' acceptance of simulation technology as a teaching tool.
  • To determine if simulation could effectively replace animal vivisection for teaching critical procedures.

Main Methods:

  • A prospective, pretest-posttest study design was employed.
  • A two-session course format included part-task trainers and a full-body patient simulator (Medical Education Technologies Inc. Emergency Care Simulator).
  • Pre and post surveys using a Likert scale measured confidence and technology acceptance; course evaluations assessed satisfaction.

Main Results:

  • Significant increases in students' confidence in performing lifesaving procedures (P < 0.05).
  • High acceptance of simulation technology as a teaching tool was reported (P < 0.05).
  • The course received an excellent overall rating (97.55 +/- 7.23%), with high marks for all components.

Conclusions:

  • The simulation-based lifesaving techniques course successfully met educational objectives previously taught via animal vivisection.
  • The course significantly enhanced medical students' confidence and procedural skills.
  • Medical students highly accepted simulation technology as an effective educational modality.