{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T18:29:19Z","timestamp":1786559359578,"version":"build-2736575974"},"reference-count":37,"publisher":"Public Library of Science (PLoS)","issue":"8","license":[{"start":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T00:00:00Z","timestamp":1786492800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"\n Introduction<\/jats:title>\n Basic sciences are foundational for a career in the health professions. However, interest in the sciences wanes as students in the United States progress through K-12 education and reaches a nadir in the undergraduate years; this decline is particularly marked in underrepresented communities. In addition, difficulty in basic sciences may present as a barrier to entering the health professions. This study examines clinical simulation as an adjunct to lectures for promoting pre-health students\u2019 understanding, retention, and recall of the basic sciences as well as the feasibility and acceptability of this approach.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n This study used a pretest\/posttest design. Data collection occurred from March 2025 to August 2025. Following a traditional lecture, simulation was conducted on the following scenarios: malignant hyperthermia, opioid overdose, stroke, and cardiac emergency. Students assumed different roles within a healthcare team, allowing for checklist assessment of knowledge acquisition and decision-making abilities in a controlled setting. Written 20 item pre-simulation and post-simulation assessment data were analyzed descriptively and with t-tests to assess learning. Surveys and qualitative analysis from oral and written comments were used to assess acceptability and feasibility of simulation as an educational tool.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n Clinical simulation participants included 43 pre-health students. There was a mean increase in written test scores following simulation, demonstrating significantly higher performance immediately after the simulation and 3 months later (\n M<\/jats:italic>\n 1\u2009=\u200910.4 vs\n M<\/jats:italic>\n 2\u2009=\u200916.4;\n p<\/jats:italic>\n \u2009<\u20090.001; M1\u2009=\u200910.4 vs M3\u2009=\u200916.2, p\u2009<\u20090.001). Participants reported increased confidence (p\u2009<\u20090.001), most significantly in understanding stroke, heart attack, intraoperative emergency, cardiopulmonary resuscitation (CPR), opioid overdose, and administering naloxone. Comments suggested positive experiences with clinical simulation.\n <\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n Our study demonstrated that clinical simulation is feasible, acceptable, and effective for pre-health education. This study reiterates the value of hands-on, interprofessional, and collaborative learning in student engagement and learning outcomes.<\/jats:p>\n <\/jats:sec>","DOI":"10.1371\/journal.pone.0354377","type":"journal-article","created":{"date-parts":[[2026,8,12]],"date-time":"2026-08-12T17:44:22Z","timestamp":1786556662000},"page":"e0354377","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":0,"title":["Advancing health equity through simulation-based education for pre-health students"],"prefix":"10.1371","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4065-3375","authenticated-orcid":true,"given":"Oluwakemi","family":"Tomobi","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"DeFazio","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dena","family":"Lin","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-3837-8329","authenticated-orcid":true,"given":"Alyssa","family":"Brashear","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1387-3383","authenticated-orcid":true,"given":"Klint","family":"Smart","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gregory","family":"Epps","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kerri","family":"Woodberry","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2026,8,12]]},"reference":[{"key":"pone.0354377.ref001","author":"Association of American Medical Colleges"},{"issue":"2","key":"pone.0354377.ref002","doi-asserted-by":"crossref","first-page":"136","DOI":"10.1097\/JPA.0000000000000563","article-title":"The influence of patient care, shadowing, and volunteer experience on diverse applicant matriculation into physician assistant\/associate programs","volume":"35","author":"M Bruza-Augatis","year":"2024","journal-title":"J Physician Assist Educ"},{"issue":"3","key":"pone.0354377.ref003","doi-asserted-by":"crossref","first-page":"539","DOI":"10.1007\/s40615-019-00682-w","article-title":"Health care disparities in race-ethnic minority communities and populations: does the availability of health care providers play a role?","volume":"7","author":"KS Chan","year":"2020","journal-title":"J Racial Ethn Health Disparities"},{"key":"pone.0354377.ref004","volume-title":"Falling behind: how skills shortages threaten future jobs","author":"N Smith","year":"2025"},{"issue":"5","key":"pone.0354377.ref005","first-page":"363","article-title":"Addressing rural health challenges head on","volume":"114","author":"M Nielsen","year":"2017","journal-title":"Mo Med"},{"key":"pone.0354377.ref006","unstructured":"Geek M. 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