Five years’ experience of simulation-based learning in the therapy of serious infections

Student satisfaction and learning outcomes

Abstract

Simulation-based learning (SBL) offers students effective learning opportunities to practice and develop clinical skills but can be challenging to maintain long-term. For this study, we developed authentic video simulations requiring clinical decision-making regarding appropriate antibiotic selection, to enrich the learning experience for students; and evaluated their impact on student learning and satisfaction. Two scenarios (tuberculosis and polymicrobial infection) were developed with expert input and filmed using professional actors and a small film crew. Between 2019 and 2024, second-year pharmacy students participated in SBL activities utilising the videoed scenarios. Evaluation was via pre- and post-tutorial questionnaires. Over a five-year period, pre- and post-activity questionnaires were completed by 233 students (62.5%) for tuberculosis and 275 (54.9%) for polymicrobial infection. Statistically significant differences between pre- and post-tutorial questionnaire scores were observed. Most students reported the SBL activities were outstanding/excellent (80.0-93.6%) and helped them to acquire critical thinking skills (mean: 90.1% tuberculosis; 93.2% polymicrobial infection). Positive outcomes were consistent across the five-year timeframe. SBL activities involving video simulations were a sustainable approach to enhancing students’ learning experience, and supported consolidation of knowledge about antimicrobial agents and practice of clinical decision-making skills in selecting appropriate antibiotics to treat infectious diseases.