BACKGROUND: The transition from student to intern can be challenging. The 
"August" or "July effect" describes increased errors and reduced patient safety 
during this transition. The study objectives were to develop, pilot, and 
evaluate clinical performance after an immersive simulation course for incoming 
interns.
METHODS: Graduating students were recruited for a 1-week immersive simulation 
course. Controls received no simulation training. Primary outcome (at baseline, 
and 1 and 6 months) was clinical performance on Objective Structured Clinical 
Examinations (OSCE) of clinical procedures and surgical technical skills. 
Secondary outcomes were self-reported confidence and clinical procedure logbook 
data.
RESULTS: Nineteen students were recruited. Sixteen completed the 6-month 
follow-up, 10 in the intervention group and 6 in the control group. No 
differences were demonstrated between interventions and controls at baseline 
(OSCE [median, 66 vs. 78; P = .181], technical skills [48 vs. 52.5; P = .381], 
and confidence [101 vs 96; P = .368]). Interventions outperformed controls at 1 
month (OSCE [111 vs 82; P = .001], technical skills [78.5 vs 63; P = .030], and 
confidence [142 vs. 119; P < .001]), and 6 months (OSCE [107 vs. 93; P = .007], 
technical skills [92.5 vs. 69; P = .044], and confidence [148 vs. 129; P = 
.022]). No differences were observed in numbers of clinical procedures performed 
at 1 (P = .958), 4 (P = .093), or 6 months (P = .713).
CONCLUSION: The immersive simulation course objectively improved subjects' 
clinical skills, technical skills, and confidence. Despite similar clinical 
experience as controls, the intervention group's improved performance persisted 
at 6 months follow-up. This feasible and effective intervention to ease 
transition from student to intern could reduce errors and enhance patient 
safety.