High-fidelity simulation (HFS) and video-based learning (VBL) promote competence in acute care in a realistic and safe environment. These two modalities have not been compared in pediatric emergency situations. Interns rotating in the pediatric department were randomized for the two educational methods. The delivered learning subject was septic shock in children. The level of knowledge was measured before intervention, immediately after intervention (post-test 1) and 1 week later (post-test 2). Knowledge test scores improved significantly following intervention in both VBL study group and HFS study group (71.5 ± 13.2 [39.0-88.0], p 0.001 and 80.1 ± 10.3 [57.4-94.5], p 0.001, respectively). The improvement was significantly higher in HFS study group (p = 0.04). There was a non-significant drop in the retention score evaluated by the post-test 2 in the two groups compared to the post-test 1 score (66.9 ± 15.4 [31.5-86.1], p = 0.17 and 78.8 ± 12.4 [56.0-100.0], p = 0.72 in the VBL and HFS study groups, respectively). The retention score was significantly higher in the HFS group (p = 0.04).Conclusion: High-fidelity simulation and video-based training are both effective educational methods in teaching pediatric emergencies for interns. HFS appears to be superior in enhancing short-term retention. What is Known: • High-fidelity simulation is an effective educational tool to improve learners' knowledge and skills. • Video-based learning is an effective teaching tool in terms of short-term knowledge acquisition. What is New: • High-fidelity simulation is more effective in terms of short-term knowledge and generated more satisfaction than educational video learning.
