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Findings included both intended outcomes and unexpected learning gains, some aligning with reported transition learning gaps between undergraduate education and early clinical 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implications from the perceived learning outcomes  \nYF Choi *, TW Wong  \nA B S T R A C T  \nWe designed a session of high-fidelity simulation training course for final-year medical students in their emergency medicine specialty clerkship. This was a new initiative with clearly defined learning outcomes. We aimed to evaluate the learning outcomes. Students completed an evaluation form at the end of the session focusing on their perceived learning outcomes. Thematic analysis was conducted for data processing. We collected responses from 149 students. In addition to the intended outcomes of the course, students gained unexpected learning outcomes from the training and some of them matched a few identified learning gaps between undergraduate medical education and their subsequent transition to early clinical practice that have been described in the literature. High-fidelity  \nsimulation training in medical school could be an effective tool to address some of the identified gapsin the transition between undergraduate medical education and postgraduate practice.  \nHong Kong Med J 2019;25:392–8  [https://doi.org/10.12809/hkmj197898](https://doi.org/10.12809/hkmj197898)  \n1,2,3 YF Choi *, FHKCEM, MSc(Clinical Education)(Edin)  \n1 TW Wong, FHKCEM, FHKAM (Emergency Medicine)  \n1 Accident and Emergency Department, Pamela Youde Nethersole Eastern Hospital, Chai Wan, Hong Kong  \n2 Programme Director, Nethersole Clinical Simulation Training Centre, Hong Kong  \n3 Medical Director, Hong Kong Fire Services Department, Hong Kong  \n* Corresponding author: [choiyf@gmail.com](choiyf@gmail.com)  \nIntroduction  \nClinical simulation training has become more widely practised in local hospitals and academic healthcare institutions in the past decade, with a wide range of training modalities, from part-task simulator to full-body manikin and from single skill training to interprofessional team-based training.  \nThe Nethersole Clinical Simulation Training Centre is a hospital-based training centre which has advocated high-fidelity multidisciplinary team training for hospital staff since its establishment in 2012 in Pamela Youde Nethersole Eastern Hospital. From 2008, the emergency department of the hospital was one of the centres for teaching emergency medicine specialty clerkship medical students from one of the medical schools in Hong Kong. In 2017, the emergency department collaborated with the Nethersole Clinical Simulation Training Centre in an initiative to design a high-fidelity simulation training session for medical students.  \nIn the past, medical students in local medical school did not have much high-fidelity simulation training because medical schools did not have high-fidelity training facilities. Furthermore, it was conventionally believed that high-fidelity simulation training is more beneficial for expert-level learners and that low-fidelity training was more suitable for beginners, because the sophisticated context in the high-fidelity environment might potentially jeopardise learning objectives by creating excessive  \ncognitive burden.1-3 Medical students, owing to their low clinical exposure, were regarded as beginners.  \nHowever, a recent study suggested that once medical students have learnt some basic skills, highfidelity simulation training might benefit learners through psychological immersion, despite the extra cognitive burden.4 Therefore, we decided to trial high-fidelity simulation training for final-year medical students, who have already completed most of their academic studies and have acquired some basic practical skills.  \nThe prototype of the simulation training course was started in 2017 and at that time we mainly evaluated the “reaction” phase of the learners which is the basic level of outcome evaluation according to Kirkpatrick’s model (Fig) . The feedback from the students was very positive and they welcomed the course ve","cbCaipT4vyWbzzi2","https://ap.wps.com/l/cbCaipT4vyWbzzi2","pdf",374646,"English","# Introduction\n## Clinical simulation training context\n## Rationale for high-fidelity simulation\n# Methods\n## Design\n## Setting\n## Course design","[{\"question\":\"What training session was designed for final-year medical students?\",\"answer\":\"A high-fidelity simulation training course for final-year medical students in an emergency medicine specialty clerkship, structured with defined learning outcomes and scenario-based practice.\"},{\"question\":\"How were students’ learning outcomes evaluated?\",\"answer\":\"Students completed an evaluation form at the end of the session focused on their perceived learning outcomes, and thematic analysis was conducted on the responses from 149 students.\"},{\"question\":\"What kinds of learning outcomes were reported in addition to the intended ones?\",\"answer\":\"Beyond intended outcomes, students reported unexpected learning gains, with some matching learning gaps described in literature regarding the transition from undergraduate medical education to early clinical practice.\"}]","High-fidelity simulation training programme for final-year medical students - implications from the perceived learning outcomes | PDF",1790507868,18]