ArticleMedical science educator2025
Learning Last Hours of Life Care Through Patient Simulation Scenario: Experiences of Medical and Nursing Undergraduate Students.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- A Comparative Study among Medical Students Performing In-person Versus Virtual Workshop in Last Hours of Life Care.Medical science educator · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Last hours of life (LHoL) care is crucial but often uncovered in training programs. Practical experience is essential for developing skills, and clinical simulations with standardized patients offer valuable learning opportunities. Despite their potential, research on LHoL simulations is limited. To address this gap, a LHoL simulated scenario (SS) was developed. Objective: To analyze medical and nursing students' experiences after conducting a LHoL SS and its perceived impact on their professional development. Methods: A qualitative study was conducted with students enrolled in a Palliative Care course during 2021-2022. A total of 187 sixth-year medical and 129 fourth-year nursing students were invited; 180 participated (93 medical, 87 nursing). Data were collected using open-ended questions and analyzed through thematic analysis with triangulation by five researchers, comparing and contrasting the experiences of medical and nursing students. Results: Students' experiences were categorized into three main themes: (a) an overall positive experience which elicited emotions, (b) a realistic experience in a safe environment, and (c) a useful "learning" experience for future professional practice. Related to learning outcomes, students highlighted the following: (a) understanding the importance of the contribution of professionals at the end of life, (b) emphasizing the humanistic perspective, (c) providing clinical guidance, and (d) exercising introspective self-knowledge. Conclusion: Completing a LHoL SS was defined as a positive experience by the students, providing a secure and reflective environment that offered a technical guide for addressing difficult situations while encouraging reflective engagement. This experience enhanced their awareness of human aspects above and beyond professional roles and offered practical guidance aligned with the goals of palliative care education and broader curricular standards. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02457-x.
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Registered trials
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