ORIGINAL RESEARCH article
Front. Public Health
Sec. Public Health Education and Promotion
Exploration and Practice of Medical Simulation Center Construction under the Background of New Medical Sciences
Provisionally accepted
- 1Fujian Medical University Clinical Skills Teaching Center, Fuzhou, China
- 2Fujian Medical University Union Hospital, Fuzhou, China
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Background: Medical Simulation Centers have become integral to filling the gaps between theoretical learning and clinical practice as part of modern medical education. Traditional clinical teaching is often restricted by ethical constraints, limited patient contacts, and variable quality of training; there is a need for structured, simulation-based approaches to fill those gaps. Objective: This study is intended to identify effective approaches to developing and optimizing medical simulation centers based on the New Medical Sciences principles, and the Fujian Medical University institutional experience is proposed as a model. Methods: A descriptive institutional study was designed to collect data from Fujian Medical University's Medical Simulation Center from 2020-2024. Key elements of infrastructure development, management components, faculty development, and curriculum development were considered, emphasizing principles of competency-based medical education. Results: Developing a structured simulation-based program improved students' clinical preparedness, procedural skills, and performance in objective structured clinical examinations (OSCE). The Fujian model shows that positive results related to faculty development, sustainable funding, and curriculum integrations are important to the success of medical simulation centers. Conclusion: Medical Simulation Centers are essential to bridging theory and practice in medical education. Creating a structured and governed simulation program improves educational quality, educators' capacities, and sustainability, benefiting long-term education and clinical outcomes in health care.
Keywords: medical simulation, Competency-Based Education, Simulation-based learning, Healthcare Training, Objective Structured clinical examination
Received: 28 Apr 2025; Accepted: 27 Oct 2025.
Copyright: © 2025 Zeng, Chen, Wu, Lin, Peng and Ye. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Qinyong Ye, yeqinyong0a@163.com
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