A comparative study of traditional high-fidelity (manikin-based) simulation and virtual high-fidelity simulations concerning their effectiveness and perception
Izabela Sałacińska, Patrycja Trojnar, Krisztina Éles Gebriné, Viktória Törő, Attila Sárváry, Paweł Więch
Abstract
Introduction: Medical simulation has become an integral part of medical student education. There is a limited body of literature comparing virtual and high-fidelity simulation in terms of effectiveness and student perception. Methods: A total of 130 medical students at the University of Rzeszów participated in this cross-sectional study. The respondents were divided into two groups: students who completed a selected scenario using a virtual patient (Body Interact) and students who completed a scenario using traditional high-fidelity (manikin-based) simulation (HFS). After completing the scenario, students filled in the following questionnaires: the Simulation Design Scale (SDS), the Educational Practices Questionnaire (EPQ), the Student Satisfaction and Self-Confidence in Learning Scale (SSCL) and a customized survey questionnaire. Results: The study found no significant difference in the effectiveness of HFS between students exposed to either type of simulation. Detailed analysis within specific categories - problem-solving, teamwork, and active learning - also showed no significant differences between virtual and traditional HFS. Furthermore, there were no notable differences between virtual and traditional simulations regarding specific aspects such as satisfaction with learning, self-confidence in learning, and expectations. However, within the virtual simulation group, females rated active learning significantly higher. Students aged 24-33 rated satisfaction with learning, self-confidence, overall effectiveness and perception of HFS, problem-solving, and active learning more favorably. Additionally, the levels of perceived effectiveness and satisfaction of higher years students with HFS increased. Conclusion: Virtual patient simulation and traditional HFS foster the development of practical skills, as well as soft skills of medical students in challenging situations.