Simulation-Based Falls Training for Final-Year Medical Students on a Geriatric Medicine Rotation: A Qualitative Survey

1. Introduction

Simulation-based education is increasingly recognised as an effective method for achieving meaningful clinical learning. High-fidelity simulation offers a safe, immersive environment in which learners can integrate knowledge, skills, and clinical reasoning. Applying simulation principles to falls assessment allows final-year undergraduate medical students on a geriatric medicine rotation to explore the multifactorial nature of falls and practice a structured, comprehensive approach to assessment in older adults.

2. Method

Anonymous feedback surveys were distributed to evaluate final-year medical students’ perceptions of a simulated falls assessment conducted in a purpose-built simulation laboratory. The simulation sessions were delivered weekly between 26 August 2025 and 6 January 2026. Questionnaires were circulated to all participating students (n = 27) following completion of the simulation exercise.

3. Results

Seventeen students (63%) completed the survey. Most respondents (88%, n = 15) reported previous exposure to simulation-based training, primarily during emergency medicine rotations. Regarding curriculum relevance, 76% (n = 13) rated the falls scenario as excellent, 17% (n = 3) as very good, and 5% (n = 1) as good. For usefulness in managing similar clinical situations, 64% (n = 11) rated the simulation as excellent, 23.5% (n = 4) as very good, and 11.7% (n = 2) as good.

Sixty-four percent (n = 11) felt the scenario excellently reflected a realistic patient encounter. Students reported improvements in structured history-taking following a fall, with 41% (n = 7) reporting clear improvement and 29.4% (n = 5) reporting very much improved skills. The majority (70.5%, n = 12) found simulation much more useful than lecture-based teaching.

4. Conclusion(s)

Student feedback demonstrates high satisfaction with simulation-based falls training and highlights its effectiveness in supporting key learning outcomes, understanding the complexity of falls and improving structured assessment skills. These findings support broader integration of simulation into undergraduate training to help develop skills and knowledge in falls assessment.