Evaluating Satisfaction and Self-Confidence in Critical Care Training: A Simulation-Based Learning Research in Medical Education

Abstract

Simulation-based learning (SBL) is recognized as an invaluable teaching medium in medical education, providing an opportunity for healthcare practitioners to acquire hands-on experience in managing emergencies within a controlled environment. Although the practice of critical care needs no emphasis in medical training, there is little empirical evidence regarding the effects of simulation-based learning on medical trainees. This research assesses how an SBL would increase satisfaction and self-confidence in medical trainees concerning critical care scenarios. A total of 170 participants included undergraduate medical trainees who took part in well-structured simulation exercises depicting live emergencies, such as cardiac arrest, respiratory failure, and sepsis. In evaluating the effect of SBL, participants had to complete pre- and post-simulation satisfaction and self-confidence surveys. A paired t-test was used to compare pre-and post-simulation self-confidence ratings. Finally, descriptive statistics were used to assess the satisfaction levels, and thematic analysis was conducted for the qualitative feedback from participants. A significant change in self-confidence was documented post-simulation (p<0.05). On the whole, participants were happy with the simulation practice, particularly the levels of realism and the opportunity for hands-on practice. Feedback indicated that training-specific debriefing sessions were greatly valued for reinforcing learning and skills acquisition. The research supports the incorporation of SBL into critical care curricula to promote the greater preparation of healthcare professionals for high-stakes clinical situations.