Background Aim of the study: To understand whether

Background to study: Human patient simulator is defined as ”mirroring a situation for training and study purposes” (Bradley, 2006, cited in Ober, 2009). It could be described as a ”learning strategy” which is used to promote professional training and experience in medicine by reflecting real life situations, leading to less damage being caused to the health and welfare of patients. In an investigation collected from 45 nursing students for example, a positive comment has been made towards using the simulator as classroom teaching strategy. (Beyer, D. 2012). The simulator  could also be seen as a method that demonstrates theory into practice and therefore develops the quality of medical services. (Swanwick, 2014, Lateef, 2010, Wallace, 2011, cited in Toader, 2015). Additionally, Ober (2009), believes that simulators improve the skills of critical thinking, decision making and patient outcomes without putting themselves into danger when a medical crisis is observed. However, Swanwick (2014, cited in Toader, 2015) argues that the human patient simulator is financially expensive and it cannot always materialise real-life, complicated situations for learning, which could be seen as a limitation of the study. Aim of the study: To understand whether human patient simulator is helpful for students to demonstrate their confidence in tackling a particular medical treatment effectively. Study methodology: 25 second year university undergraduate students have been assessed towards a particular disease condition, including the causes, symptoms and drug and non-drug management before using the human patient simulator. They have also participated in a 15-minute interactive session where they had the opportunity to ask and respond to the patient simulator. The students’ performance before and after the human patient simulator was monitored, noting the performance after repeating the test twice and providing an overall percentage mark for accuracy and reliability. A questionnaire was also filled by students where they answered to five questions that was used to understand the students’ opinion towards using human patient simulator in learning, including the enjoyment and the stress level whilst performing the activity.In conclusion, students have enjoyed participating with the human patient simulator, as the questionnaire and the overall percentage mark gained from post-simulator test reveals their strong agreement towards this case. This shows that students can easily adapt and understand the process when an instruction is given in simulators. Although the human patient simulator is financially expensive and may not always mirror complicated scenarios to the students, it could be used as a method to reduce the number of medical problems and provide a real-life experience to the learners without causing any harm to a patient in the future. Additionally, it is an effective way to make the students put the theory learned into practice which could build on their confidence for their medical career. This opportunity could therefore make students react faster to problems arising from patients and maintain the health of a patient to a good standard.