Does High-Fidelity Simulation Improve Medical Student Decision Making?

This report investigates the effectiveness of high-fidelity simulation in enhancing the decision-making and clinical management skills of medical students. It explores various studies and research findings, including the impact on knowledge acquisition, confidence levels, and the ability to handle critical care scenarios. The report examines how simulation-based learning can improve non-technical skills, clinical reasoning, and preparedness for real-world clinical placements. It references numerous studies that analyze the use of high-fidelity simulation in different areas of medical education, such as advanced life support, psychiatric nursing, and pharmacology. The report synthesizes the benefits of high-fidelity simulation, including improved student satisfaction and self-confidence, while highlighting its role in creating a safe environment for students to practice and refine their skills before entering clinical settings. The report concludes with an overview of how high-fidelity simulation can be integrated into medical curricula to improve overall student outcomes.

Running head: HIGH FIDELITY SIMULATION
Does high fidelity- Simulation Help Improve Decision Making and Clinical
Management Skills in Medical Students?
Name of the Student
Name of the University
Author Note

1HIGH FIDELITY SIMULATION
References
 Boling, B. and Hardin-Pierce, M., 2016. The effect of high-fidelity simulation on knowledge
and confidence in critical care training: An integrative review. Nurse education in
practice, 16(1), pp.287-293.
 Cortegiani, A., Russotto, V., Montalto, F., Iozzo, P., Palmeri, C., Raineri, S.M. and
Giarratano, A., 2015. Effect of high-fidelity simulation on medical students’ knowledge
about advanced life support: a randomized study. PLoS One, 10(5).
 D’Souza, M.S., Arjunan, P. and Venkatesaperumal, R., 2017. High fidelity simulation in
nursing education. International Journal of Health Science and Research, 7(7), pp.340-353.
 Evans, L.V., Crimmins, A.C., Bonz, J.W., Gusberg, R.J., Tsyrulnik, A., Dziura, J.D. and
Dodge, K.L., 2014. A comprehensive, simulation-based approach to teaching clinical skills:
the medical students’ perspective. The Yale journal of biology and medicine, 87(4), p.575.
 Eyikara, E. and Baykara, Z.G., 2017. The Importance of Simulation in Nursing
Education. World Journal on Educational Technology: Current Issues, 9(1), pp.2-7.
 Jersby, M.A., Van-Schaik, P., Green, S. and Nacheva-Skopalik, L., 2017. The use of
multiple-criteria decision-making theory to measure students’ perceptions of high-fidelity
simulation. BMJ Simulation and Technology Enhanced Learning, 3(3), pp.88-93.
 Kirkham, L., 2018. Exploring the use of high-fidelity simulation training to enhance clinical
skills. Nursing standard, 32(24), pp.44-53.
 Lucas, A.N., 2014. Promoting continuing competence and confidence in nurses through high-
fidelity simulation-based learning. The Journal of Continuing Education in Nursing, 45(8),
pp.360-365.

2HIGH FIDELITY SIMULATION
 MacCrossan, M.C., Hamilton, A.H., Kerrins, J.K. and Tallentire, V.T., 2016. 15 Non-
technical skills: developing a behavioural marker system to assess medical student
performance within high fidelity simulation.
 Mompoint-Williams, D., Brooks, A., Lee, L., Watts, P. and Moss, J., 2014. Using high-
fidelity simulation to prepare advanced practice nursing students. Clinical Simulation in
Nursing, 10(1), pp.e5-e10. McCrossin, K.E., White, H.T. and Sane, S., 2014. The effect of
high-fidelity simulation on the confidence and decision-making ability of anaesthesia trainees
in managing subsequent simulated ‘can't intubate, can't oxygenate’scenarios. Anaesthesia
and intensive care, 42(2), pp.207-212.
 Murray, B.A., 2014. The use of high-fidelity simulation in psychiatric and mental health
nursing clinical education. International Journal of Health Sciences Education, 2(1), p.3.
 Mutter, M.K., Martindale, J.R., Shah, N., Gusic, M.E. and Wolf, S.J., 2020. Case-Based
Teaching: Does the Addition of High-Fidelity Simulation Make a Difference in Medical
Students’ Clinical Reasoning Skills?. Medical Science Educator, pp.1-7.
 Omer, T., 2016. Nursing Students' Perceptions of Satisfaction and Self-Confidence with
Clinical Simulation Experience. Journal of Education and Practice, 7(5), pp.131-138.
 Pal, S., Benson, R., Duvall, P. and Taylor-Jones, V., 2018. P33 A virtual reality simulation
programme: does it improve confidence and the understanding of non-technical skills and
increase preparedness for clinical placements in medical students?. A66-A67.
 Pereira, N., Udaykumar, P. and Sherif, L., 2019. Simulation based learning methodology in
pharmacology: knowledge and perception among second year medical under-graduate
students. International Journal of Basic & Clinical Pharmacology, 8(3), p.420.
 Wall, D., 2017. The effects of introducing high-fidelity simulation to preclinical student
respiratory therapists. Canadian journal of respiratory therapy: CJRT= Revue canadienne de
la therapie respiratoire: RCTR, 53(4), p.75.

3HIGH FIDELITY SIMULATION
 Yuan, H.B., Williams, B.A. and Man, C.Y., 2014. Nursing students' clinical judgment in
high-fidelity simulation based learning: A quasi-experimental study. Journal of Nursing
Education and Practice, 4(5), p.7.