Enhancing simulation center learning through pre-simulation virtual case exposure with DIMEDUS
Objective
To evaluate whether using DIMEDUS simulated cases as a pre-simulation priming tool improves student learning outcomes during subsequent in-person simulation center sessions.
Background & Rationale
High-fidelity simulation is a critical component of clinical education, but its effectiveness depends heavily on how well students are prepared beforehand. Traditional preparation methods—like reading assignments or written case outlines—often fail to engage learners in active clinical reasoning, leading to inconsistent performance during simulation sessions.
DIMEDUS offers interactive, scenario-based virtual patient cases that can serve as a pre-simulation priming tool, helping students mentally rehearse clinical decisions and workflow before entering the sim center. This kind of cognitive priming has been shown to enhance learner engagement, performance, and retention.
Using DIMEDUS before in-person simulation may improve learner readiness, reduce the need for repeated manikin sessions, and optimize the use of limited simulation resources. This study aims to evaluate the impact of this digital preparation approach on student performance and long-term knowledge retention.
Experimental Group: Completes assigned DIMEDUS virtual scenarios related to the upcoming sessions at the simulation center.
Control Group: Receives only traditional pre-reading or case outlines.
Methodology:
Pre-test: All participants complete a knowledge and clinical reasoning assessment relevant to the simulation content.
Intervention:
Experimental group engages with DIMEDUS cases 1–3 days before simulation.
Control group receives standard preparation materials.
Simulation Session: All students participate in identical simulation center sessions.
Post-test: Immediately after simulation, students complete a performance-based assessment and a written knowledge test.
Retention test: A follow-up assessment is administered 4–6 weeks later to evaluate long-term knowledge retention and skill durability.
Outcome Measures
Primary:
Improvement in post-test knowledge and reasoning scores. Higher performance scores during the simulation session. Reduced time to clinical decision-making or task completion.
Secondary:
Learner-reported confidence and preparedness. Perceived usefulness of preparation method. Retention of clinical knowledge and skills over time.
To evaluate whether using DIMEDUS simulated cases as a pre-simulation priming tool improves student learning outcomes during subsequent in-person simulation center sessions.
Background & Rationale
High-fidelity simulation is a critical component of clinical education, but its effectiveness depends heavily on how well students are prepared beforehand. Traditional preparation methods—like reading assignments or written case outlines—often fail to engage learners in active clinical reasoning, leading to inconsistent performance during simulation sessions.
DIMEDUS offers interactive, scenario-based virtual patient cases that can serve as a pre-simulation priming tool, helping students mentally rehearse clinical decisions and workflow before entering the sim center. This kind of cognitive priming has been shown to enhance learner engagement, performance, and retention.
Using DIMEDUS before in-person simulation may improve learner readiness, reduce the need for repeated manikin sessions, and optimize the use of limited simulation resources. This study aims to evaluate the impact of this digital preparation approach on student performance and long-term knowledge retention.
Experimental Group: Completes assigned DIMEDUS virtual scenarios related to the upcoming sessions at the simulation center.
Control Group: Receives only traditional pre-reading or case outlines.
Methodology:
Pre-test: All participants complete a knowledge and clinical reasoning assessment relevant to the simulation content.
Intervention:
Experimental group engages with DIMEDUS cases 1–3 days before simulation.
Control group receives standard preparation materials.
Simulation Session: All students participate in identical simulation center sessions.
Post-test: Immediately after simulation, students complete a performance-based assessment and a written knowledge test.
Retention test: A follow-up assessment is administered 4–6 weeks later to evaluate long-term knowledge retention and skill durability.
Outcome Measures
Primary:
Improvement in post-test knowledge and reasoning scores. Higher performance scores during the simulation session. Reduced time to clinical decision-making or task completion.
Secondary:
Learner-reported confidence and preparedness. Perceived usefulness of preparation method. Retention of clinical knowledge and skills over time.