Improving self perceived competence in medical students using simulation

(2.76 vs. 3.59) improved by nearly one EQF-level, competencies also improved from 3.24 to 3.70 on the 8-point likert scale. All differences are statistically significant (p 90% state that simulation is an appropriate tool to teach pharmacology, 100% said that structured debriefing was a cornerstone and >90%would like to havemore simulation sessions during their education. Conclusions: Full-scale simulation is an appropriate method to teach pharmacology. Results are positive even in multiprofessional groups and seem to have sustainable effects. Students enjoy simulation training which may has interdependent positive effects with overall learning. Literature: CEDEFOP [2008]: Terminology of European education and training policy. A selection of 100 key terms. Luxembourg