Advancing health equity through simulation-based education for pre-health students
TL;DR
It is demonstrated that clinical simulation is feasible, acceptable, and effective for pre-health education and reiterates the value of hands-on, interprofessional, and collaborative learning in student engagement and learning outcomes.
Abstract
Introduction Basic sciences are foundational for a career in the health professions. However, interest in the sciences wanes as students in the United States progress through K-12 education and reaches a nadir in the undergraduate years; this decline is particularly marked in underrepresented communities. In addition, difficulty in basic sciences may present as a barrier to entering the health professions. This study examines clinical simulation as an adjunct to lectures for promoting pre-health students’ understanding, retention, and recall of the basic sciences as well as the feasibility and acceptability of this approach. Methods This study used a pretest/posttest design. Data collection occurred from March 2025 to August 2025. Following a traditional lecture, simulation was conducted on the following scenarios: malignant hyperthermia, opioid overdose, stroke, and cardiac emergency. Students assumed different roles within a healthcare team, allowing for checklist assessment of knowledge acquisition and decision-making abilities in a controlled setting. Written 20 item pre-simulation and post-simulation assessment data were analyzed descriptively and with t-tests to assess learning. Surveys and qualitative analysis from oral and written comments were used to assess acceptability and feasibility of simulation as an educational tool. Results Clinical simulation participants included 43 pre-health students. There was a mean increase in written test scores following simulation, demonstrating significantly higher performance immediately after the simulation and 3 months later (M1 = 10.4 vs M2 = 16.4; p < 0.001; M1 = 10.4 vs M3 = 16.2, p < 0.001). Participants reported increased confidence (p < 0.001), most significantly in understanding stroke, heart attack, intraoperative emergency, cardiopulmonary resuscitation (CPR), opioid overdose, and administering naloxone. Comments suggested positive experiences with clinical simulation. Conclusion Our study demonstrated that clinical simulation is feasible, acceptable, and effective for pre-health education. This study reiterates the value of hands-on, interprofessional, and collaborative learning in student engagement and learning outcomes.