October 6, 2024
Subjective Learning Gain from a Simulation-Based Health Management Course: A Mixed Methods Study

ORIGINAL RESEARCH article

Front. Public Health

Sec. Public Health Education and Promotion

Volume 12 – 2024 |
doi: 10.3389/fpubh.2024.1400135

Provisionally accepted


  • School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China

The final, formatted version of the article will be published soon.

    Objectives: Simulations are increasingly being offered as part of the educational experience of healthcare students. We used a Health Management Scenario Simulation system to create a course. This study aimed to evaluate learning gains before and after the course.
    Methods: Based on the learning strategies of framing, simulation, and debriefing, the Health Management Scenario Simulation course lasted four weeks and was conducted online. Learning gain was assessed using a comparative self-assessment questionnaire administered electronically at the beginning and end of the course. We organized focus group interviews and collected quantitative data after students completed the simulations and the questionnaire. These data were subjected to descriptive statistical analysis and thematic grouping using frequency counting.
    Results: There were 195 health management students enrolled in the course. In total, 265 anonymously completed questionnaires were received, 141 (72.31%) on the pre-simulation and 124 (63.59%) on the post-simulation. All questionnaire item gain values were positive, except the item “I can identify common health risk factors,” which showed no change. The skills domain showed the highest learning gain, ranging from 16% to 22%. Six students participated in the focus-group study. The main themes that emerged from students’ reflections were learner-centeredness, competencies, and career development.
    Conclusions: Students acquired health management skills through the simulation, which contributed to the development of basic attitudes and skills in their professional careers. Students’ comments highlighted the value of practicing health management skills in a simulated environment.

    Keywords:
    Simulation-based education, healthcare, Learning gain, Health management, Medical Education

    Received:
    09 May 2024;
    Accepted:
    17 Sep 2024.

    Copyright:
    © 2024 GU, ZHAO, BAI, SUN and ZHU. This is an
    open-access article distributed under the terms of the
    Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted,
    provided the original author(s) or licensor are credited and that the
    original publication in this journal is cited, in accordance with accepted
    academic practice. No use, distribution or reproduction is permitted which
    does not comply with these terms.

    * Correspondence:

    Fang ZHAO, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China

    Jie BAI, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China

    Shanshan SUN, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China

    Aiyong ZHU, School of Nursing and Health Management, Shanghai University of Medicine and Health Sciences, Shanghai, China

    Disclaimer:
    All claims expressed in this article are solely those of the authors and
    do not necessarily represent those of their affiliated organizations, or
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