Effectiveness of Simulation Training on Students' Confidence and Competence in Performing Basic Life Support

Basic life support (BLS) is a critical skill for healthcare professionals. Traditional teaching approaches may not sufficiently ensure retention or practical proficiency. Simulation-based training offers a dynamic learning environment with opportunities for practice and feedback.

This study aimed to assess the effectiveness of simulation-based BLS training in improving (1) competence and (2) confidence among undergraduate medical students.

A quasi-experimental pre/posttest design was employed with two parallel groups (simulation vs traditional lecture-based instruction). Sixty undergraduate medical students were recruited and randomly assigned. Competence was assessed using an objective structured clinical examination (OSCE)-based performance checklist. Confidence was measured via a validated Likert-scale questionnaire. Pre- and post-training evaluations were conducted.

Simulation-trained students demonstrated significantly higher posttest competence scores (p < 0.05) and reported increased confidence (p < 0.05) compared to the control group. Within-group comparisons also showed significant improvement from pre- to posttest in both metrics for the simulation group.

Simulation-based training significantly enhances students' competence and confidence in performing BLS. These findings support its integration into medical curricula to foster critical life-saving skills.