Abstract

Introduction: Teaching pediatric history-taking, physical examination, and diagnostic reasoning is fundamental to medical education but is often hindered by limited clinical opportunities, especially with live pediatric patients. Simulation offers a scalable alternative to traditional bedside teaching.
Methods: We designed a novel observational simulation event for second-year medical students, consisting of three pediatric cases: a newborn visit, a toddler with constipation, and an adolescent with poor school performance. Nine volunteer students acted as patients, parents, or physicians, with the remainder participating in group observation and debriefings. A pre-event lecture reviewed pediatric history and examination techniques. Post-event surveys assessed perceived skills, confidence with different age groups, and event satisfaction, using Likert-type scales and qualitative feedback. Paired t-tests analyzed pre- and post-event scores, and qualitative data underwent inductive thematic analysis.
Results: Of 112 students, 110 participated; 81 (73.6%) completed surveys. Perceived ability to perform pediatric histories improved by 76% (mean difference 3.09, p<0.01) and examinations by 71% (mean difference 2.78, p<0.01). Confidence was highest for evaluating adolescents (3.82/5) and lowest for newborns (3.12/5). Students rated the event highly for content (7.86/10), organization (8.34/10), and enjoyment (4.25/5). Positive feedback highlighted group discussion, actor quality, and realism; suggested improvements included smaller groups and increased hands-on practice.
Discussion: This large-scale, resource-efficient simulation significantly improved medical students perceived pediatric history and examination skills. While increased realism and hands-on opportunities may enhance learning, this approach is easily adaptable to other institutions and content areas.