Guidance for implementing simulated on-call shifts in medical schools: a pilot experience at a Peruvian university

Abstract

Simulated on-call shifts (SOCS) replicate emergency care shifts in controlled environments while maintaining patient safety. Their implementation in Latin America remains limited. Clinical simulation is incorporated into only 17% of curricula in the region, and SOCS are poorly documented. This article describes the systematic design and implementation of SOCS at Universidad Científica del Sur (UCSUR) and reports findings from its pilot model, contextualised with recent evidence (2023-2026), to provide a replicable guide for other medical schools. The methodological description outlines the underlying principles, participant profile, implementation phases, and evaluation. The pilot involved five clinical scenarios and 15 students undertaking clinical clerkships or internships. Self-confidence before and after the simulated shift was compared using the Wilcoxon signed-rank test. The pilot proved feasible using standard resources and yielded significant improvements in self-confidence in suturing, childbirth care, management of multiple trauma, and thoracic trauma. Barriers, facilitators, and recommendations aligned with international standards are also discussed. In conclusion, SOCS represent a feasible intervention that improves perceived self-confidence in Peruvian universities.