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Perceptions of Emergency Medical Care students on high-fidelity manikins versus standardised patients: Insights from
Karien Henrico1, Getrude M Motadi1
1Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa.
Background:
Simulation-based education is central to Emergency Medical Care (EMC) training, particularly in preparing students for high-pressure, pre-hospital environments. High-fidelity manikins (HFMs) and standardised patients (SPs) are widely used simulation modalities; however, comparative evidence from low- to middle-income countries remains limited. Understanding student satisfaction with these modalities is important for ensuring educational quality and making informed resource allocation.
Aim:
This study explored EMC students' satisfaction with HFMs and SPs to inform pedagogical and resource-related decisions.
Setting:
The study was conducted in a university-based simulation laboratory at a South African higher education institution.
Methods:
A pilot mixed-methods design was employed. Fifteen first-year EMC students completed the same clinical simulation scenario using both a SP and a HFM. Satisfaction was measured using a revised Satisfaction Scale for High-Fidelity Clinical Simulation and two open-ended questions. Quantitative data were analysed descriptively, and qualitative responses were analysed thematically.
Results:
High levels of satisfaction were reported for both simulation modalities. Standardised patients received higher satisfaction scores for realism, theory-practice integration and self-confidence, while HFMs were rated more favourably for practising technical skills and learning from mistakes. Qualitative findings indicated that SPs enhanced realism and engagement but were associated with increased stress.
Conclusion:
Despite the small cohort, clear preferences and educational implications emerged. The findings support the use of blended simulation approaches and highlight the need for further, larger-scale research.
Contribution:
This study provides preliminary evidence to inform simulation-based curriculum design and resource allocation in EMC education within resource-constrained contexts.
