IntroductionSimulation-based learning affords participants the opportunity to practice high-acuity, low-incidence situations without risk to the patient. The realism of a simulated scenario is often referred to as fidelity. High levels of fidelity imply high levels of realism. One method of enhancing fidelity is the use of moulage. Commercially available moulage kits and professionally applied moulage are often expensive and therefore not practical in the resource-constrained environment. Cost-effective alternatives are required for the resource-constrained environment.MethodsStudents at a South African university used readily available, low cost materials to apply self-constructed, low cost moulage for a bandaging practical. A cross sectional design used a purpose-designed, validated questionnaire to gather data related to face and content validity of the self-constructed moulage. Frequency analysis formed the cornerstone of Likert-type quantitative data analysis. An open-ended question afforded participants the opportunity to express their own opinions related to the moulage experience.ResultsThe results revealed that there was both high face validity and high content validity of the self-constructed moulage. Participants found the activity enjoyable and a generally positive learning experience. The self-constructed moulage was realistic and added to the fidelity of the scenario. Participant confidence was improved and their engagement in the learning activity was enhanced. Participants found the self-constructed, low-cost moulage more realistic that commercial products that they had been exposed to.ConclusionThe use of low-cost, self-constructed moulage is a feasible and economically viable means of enhancing fidelity within the resource-constrained simulation setting. This technique is not necessarily limited to emergency medical care and can be used in other areas of healthcare simulation.

Background: Simulation education as a strategy is used extensively in Emergency Medical Care Departments. The literature in this field strongly suggests positive effects on patient safety and student-readiness. Simulation education strategies often fail to address the student experiences in the classroom. The aim of this study was to explore how Emergency Care Practitioner (ECP) students experience simulated clinical scenarios. Methods: This study was conducted at a South African University in the Gauteng province. Data was collected through semi-structured interviews. Convenience sampling was used to recruit participation. Data saturation occurred after six interviews. Open coding was used to code the transcripts. Results: ECP students experienced simulated clinical scenarios to be a highly beneficial teaching and learning experience, but experienced simulation as a nerve-racking assessment tool that requires excellent debriefing and feedback to improve its effectiveness. High-fidelity simulation scenarios, that are built on real-life context, are received most favourably by students. Conclusions: ECP Students find simulated clinical scenarios to be valuable in their education. To achieve a favourable simulation experience for ECP students excellent debriefing and feedback protocols need to be implemented. Availability of time to practise in the simulation laboratory is limited and students feel limited by this.