Simulation as a Teaching Method: Evaluation of the University of Minnesota Humanitarian Crisis Simulation

OBJECTIVE: The University of Minnesota Crisis Humanitarian Simulation provides trans-disciplinary training in disaster response. The course directors wished to better understand the learning outcomes and experiences of simulation participants.

METHODS: The learning outcomes and experiences of participants in the 2019 simulation were assessed using 3 modalities: 1) pre-and post-simulation test, 2) participants' self-assessment of learning, and 3) qualitative feedback via an anonymous evaluation.

RESULTS: Participant scores on the knowledge survey were significantly higher after the simulation than before the simulation (mean percent correct 71% vs. 48%, P < 0.0001). A significant majority of participants who completed the assessment believed they had main gains within each learning objective. Anonymous evaluations contained both positive feedback and constructive criticism leading to plans for refinements in subsequent training events.

CONCLUSIONS: The Humanitarian Crisis Simulation is an effective experiential training program that increases participants' knowledge in the field of disaster response. Participants also believed they had made gains in each learning objective. The authors' analysis of elements that have contributed to the success of the program and areas for future program growth and improvement are discussed.