Impact of medical simulation as a strategy in medical student education

Abstract

ABSTRACT

Introduction: simulation is a teaching strategy that enables the development of clinical competencies, non-technical skills, and decision-making in a safe environment. It promotes active learning, critical reflection, and deliberate practice, complementing real-world clinical experience.

Objective: to evaluate the effectiveness of medical simulation as a teaching strategy on the clinical competencies, decision-making, and professional confidence of medical students at Central University of Nicaragua during the second semester of 2025.

Methods: a single-group pre-experimental study (pretest–posttest) was carried out among 80 third-year medical students selected through non-probability convenience sampling. Clinical competencies, decision-making, and professional confidence were assessed before and after two high-fidelity simulation sessions. Differences between measurements were analyzed using the Wilcoxon signed-rank test for paired samples, and the magnitude of change was assessed using Rosenthal’s effect size. The principles of the Declaration of Helsinki were followed, and informed consent was obtained.

Results: statistically significant differences were observed between pretest and posttest measurements across all three variables assessed (p < 0.001). Effect sizes were r = 0.53 for clinical competencies, r = 0.49 for clinical decision-making, and r = 0.56 for professional confidence.

Conclusions: high-fidelity medical simulation produced significant improvements in the variables assessed and demonstrated its usefulness as a teaching strategy to strengthen clinical performance, decision-making, and professional confidence among medical students.