Developing and Testing a High-Fidelity Simulation Scenario for an Uncommon Life-Threatening Disease: Severe Malaria

Table 2

Prior malaria teaching, prior simulation experience, and teaching effectiveness.

𝑁=29	Yes	No
Any prior malaria teaching	27 (93%)	2 (7%)
Exposure to malaria teaching methods and rated effectiveness	Not effective	Minimally effective	Moderately effective	Very effective	Not exposed	Missing
Lecture	2	7	19	1	0	0
Problem-based learning (PBL)	0	3	13	1	12	0
Patient contact	0	1	2	6	19	1
Actor-based simulation	0	0	1	4	23	1
Mannequin simulation (including today’s simulation)	0	1	8	19	0	1
Other (textbook)	0	0	1	0	0	28
Most effective method	Lectures	PBL	Patient contact	Actor simulation	Mannequin simulation	Other
	2	3	7	0	18	0
Prior exposure to high-fidelity simulation	Acls only	Acls and prior simulation lab	Other only	No	Missing
	6	8	2	11	1
Superiority of simulation teaching	Strongly disagree	Disagree	Agree	Strongly agree	Unable to assess	Missing
	0	0	11*	13	3	2

*One respondent agreed on the superiority of high-fidelity mannequin-based teaching for malaria, with the caveat that direct participating rather than observation was necessary for teaching affectiveness.