mannequin-based simulation and needed time to accli-mate to the setting, thus poorly performing skills required
earlier in the scenario like providing basic life support.
While many participants reported looking forward
to the simulation activity prior to the laboratory session,
nearly all recommended the continued use of the activity
in future laboratory sessions, which suggests that partic-ipants were receptive to this active-learning technique
and found value or enjoyment in this type of learning.
However, there was a difference in students’ feelings of
preparedness and confidence that may have impacted out-comes in the mannequin-based simulation. This differ-ence may be attributed to a lack of previous experience
with mannequin-based simulation and few if any previous
learning experiences using computer or mannequin-based
simulation