Evaluating Satisfaction and Self-Confidence in Critical Care Training: A Simulation-Based Learning Research in Medical Education

Simulation-based learning (SBL) is recognized as an invaluable teaching medium in medical education, providing an opportunity for healthcare practitioners to acquire hands-on experience in managing emergencies within a controlled environment. Although the practice of critical care needs no emphasis in medical training, there is little empirical evidence regarding the effects of simulation-based learning on medical trainees. This research assesses how an SBL would increase satisfaction and self-confidence in medical trainees concerning critical care scenarios. A total of 170 participants included undergraduate medical trainees who took part in well-structured simulation exercises depicting live emergencies, such as cardiac arrest, respiratory failure, and sepsis. In evaluating the effect of SBL, participants had to complete pre- and post-simulation satisfaction and self-confidence surveys. A paired t-test was used to compare pre-and post-simulation self-confidence ratings. Finally, descriptive statistics were used to assess the satisfaction levels, and thematic analysis was conducted for the qualitative feedback from participants. A significant change in self-confidence was documented post-simulation (p