Gender and Assigned Role Influences Medical Students´ Learning Experience in Interprofessional Team Training...

Area of Science:

• Medical Education
• Healthcare Simulation
• Student Learning Outcomes

Background:

• Medical simulation is integral to healthcare curricula for patient safety and effective training.
• Standardized education in simulation avoids risks associated with novice interventions on real patients.

Purpose of the Study:

• To investigate the influence of gender and role (acting vs. observing) in simulation on medical students' learning perceptions.
• To analyze how these factors affect perceived learning outcomes and the overall simulation experience.

Main Methods:

• A prospective survey was administered to graduating medical students during a full-day simulated team training session.
• The survey collected data on session perception, teamwork, and general simulation training, with a 90.8% response rate.

Main Results:

• Male students rated simulation authenticity and relevance higher. Female students and those in acting roles reported enhanced communication, teamwork, and readiness to discuss knowledge gaps.
• Acting roles and male students perceived greater increases in self-confidence and self-awareness. Observers and female students reported lower satisfaction with reflection and feedback.

Conclusions:

• Gender and role significantly influence medical students' perceptions of simulation effectiveness, including authenticity, relevance, and communication.
• The observing role offers a distinct learning process, not necessarily inferior to active participation, highlighting the nuanced benefits of simulation-based medical education.