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A comparative study of traditional high-fidelity (manikin-based) simulation and virtual high-fidelity simulations
Izabela Sałacińska1, Patrycja Trojnar2, Krisztina Éles Gebriné3
1Faculty of Health Sciences and Psychology, Collegium Medicum, University of Rzeszów, Rzeszów, Poland.
Introduction:
Medical simulation has become an integral part of medical student education. There is a limited body of literature comparing virtual and high-fidelity simulation in terms of effectiveness and student perception.
Methods:
A total of 130 medical students at the University of Rzeszów participated in this cross-sectional study. The respondents were divided into two groups: students who completed a selected scenario using a virtual patient (Body Interact) and students who completed a scenario using traditional high-fidelity (manikin-based) simulation (HFS). After completing the scenario, students filled in the following questionnaires: the Simulation Design Scale (SDS), the Educational Practices Questionnaire (EPQ), the Student Satisfaction and Self-Confidence in Learning Scale (SSCL) and a customized survey questionnaire.
Results:
The study found no significant difference in the effectiveness of HFS between students exposed to either type of simulation. Detailed analysis within specific categories - problem-solving, teamwork, and active learning - also showed no significant differences between virtual and traditional HFS. Furthermore, there were no notable differences between virtual and traditional simulations regarding specific aspects such as satisfaction with learning, self-confidence in learning, and expectations. However, within the virtual simulation group, females rated active learning significantly higher. Students aged 24-33 rated satisfaction with learning, self-confidence, overall effectiveness and perception of HFS, problem-solving, and active learning more favorably. Additionally, the levels of perceived effectiveness and satisfaction of higher years students with HFS increased.
Conclusion:
Virtual patient simulation and traditional HFS foster the development of practical skills, as well as soft skills of medical students in challenging situations.
