A SURVEY OF ATTITUDES, SATISFACTION, AND SELF-CONFIDENCE ON MEDICAL STUDENTS REGARDING A SIMULATION-BASED PEDIATRIC HISTORY-TAKING TRAINING SESSION

Abstract

Background: Clinical simulation with standardized patients provides a safe environment to practice history-taking; however, Vietnamese evidence on pediatric history-taking training remains limited.

Objectives: To assess students’ attitudes, satisfaction, and self-confidence after a simulation-based pediatric history-taking session using standardized patients.

Methods: A descriptive cross-sectional study was conducted among fourth-year medical students participating in a simulation-based pediatric history-taking class. A 37-item self-administered questionnaire (5-point Likert scale) covered three domains: (1) attitudes and satisfaction with simulation-based learning, (2) satisfaction with the training session, and (3) self-confidence. Internal consistency was assessed using Cronbach’s alpha. Associations between domains were analyzed using Spearman correlation (pairwise deletion for missing data); p <0.05 was considered statistically significant.

Results: Of 99 students, 98 (99.0%) completed the survey. Mean domain scores ranged from 4.46 to 4.62/5. Cronbach’s alpha ranged from 0.94 to 0.97. Attitudes toward simulation-based learning correlated strongly with satisfaction with the training session (ρ=0.62) and moderately with post-session self-confidence (ρ=0.47). Satisfaction with the training session also correlated strongly with self-confidence (ρ=0.61) (p <0.001).

Conclusions: Students rated the simulation session very positively. Satisfaction with the training session was strongly associated with learners’ confidence.

Keywords: simulation; standardized patient; pediatric history taking; satisfaction; self-confidence