Simulation-based education in an emergency
medicine clerkship in Qatar: impact
on academic performance and student
perceptions

Simulation-based education in an emergency
medicine clerkship in Qatar: impact
on academic performance and student
perceptions

Simulation-based education, Emergency medicine, Medical clerkship, Mixed-methods, Student
performance, Student perceptions

Abstract
Background Simulation-based medical education (SBME) is increasingly used in emergency medicine (EM) training
to enhance clinical skills and decision-making. However, its impact on undergraduate clerkship performance and
student perceptions in the Middle Eastern context remains underexplored. This study aimed to evaluate whether the
integration of high-fidelity simulation into a medical student EM clerkship in Qatar improves academic outcomes and
enhances student satisfaction with the learning experience.
Methods Two clerkship students cohorts were compared: 63 students in a lecture-based education (LBE) group in
2022 and 67 students in an SBME group in 2024. Multiple-choice question (MCQ) and objective structured clinical
examination (OSCE) scores were analyzed using independent sample t-tests. Demographic variables (age, gender)
were collected, and qualitative feedback from the SBME group was analyzed using descriptive content analysis.
Results There were no statistically significant differences in academic performance between the lecture-based
education (LBE) and simulation-based medical education (SBME) cohorts. The mean MCQ score was 29.2 (SD=4.1)
for the LBE group and 28.8 (SD=4.3) for the SBME group (p=0.588), with no meaningful difference (mean
difference=+0.4, 95% CI: [-1.08, 1.84], Cohen’s d=+0.10). OSCE scores were also comparable, with the LBE group
scoring a mean of 24.8 (SD=1.8) and the SBME group 25.2 (SD=1.7) (p=0.192; mean difference=-0.4, 95% CI:
[-1.01, +0.21], Cohen’s d=-0.23). Demographic characteristics were also similar between groups, with a mean age
of approximately 23 years and around 70% of participants being female. Thematic analysis of feedback revealed
three dominant themes: (1) Enhanced clinical preparedness and confidence – students felt better prepared for real
emergencies after simulation practice; (2) Active learning and realism – the lifelike scenarios and hands-on approach
helped bridge theory to practice in a safe environment; (3) Positive engagement and recommendations – students
found simulation highly engaging and recommended increasing its use. One student wrote, “The simulations were
the most valuable part of the rotation, boosting my confidence in handling acute cases.” Minor challenges noted included
initial anxiety during simulations and scheduling constraints, but overall perceptions were overwhelmingly positive.

Khalid Bashir1,2*, Aftab Mohammad Umar1,2, Amr Elmoheen1,2, Sarah Bashir3

and Abdulla A. Al-Yousuf4

https://doi.org/10.1186/s12245-025-01114-9

2026

peri irawan

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english

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