PURPOSE: Simulation-based medical education (SMBE) using high-fidelity
mannequins is an essential component of current medical education. However,
existing research shows conflicting results regarding whether traditional
video-based learning or hands-on simulation yields more accurate student
performance, with some studies finding there is no difference and others
favoring hands-on instruction. Additionally, there is a gap in the literature
investigating how the delivery of pre-stimulation education impacts students’
ability to reduce and assess a pulseless extremity. This study aims to
determine which educational format most accurately prepares first-year
medical students for the completion of a high-fidelity simulation involving
the management of a pulseless extremity.
 
METHODS: First-year medical students will participate on a volunteer-basis
through mass-email recruitment. Approximately 30-50 of the participating
students will then be divided into a simulation group (S) or a video-based
group (V). Group S will perform the simulation as part of their pre-education
instruction, while Group V will watch a pre-recorded video of the completed
simulation. Both groups will then receive formal education through an
in-person lecture integrated into the current first-year curriculum.
Following the lecture, both groups will complete a final simulation where
they will be assessed for accuracy based on pre-determined objectives.
Results will be compared using a paired t-test.
RESULTS: This study is currently in progress. Investigators hypothesize
that the group receiving the hands-on pre-simulation education (Group S) will
successfully complete more objectives than the video-based group (Group V).
The results may inform future revisions to pre-clinical curriculum by
identifying which delivery method best enhances student performance and
accuracy.
CONCLUSIONS: This study is currently in progress.