Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, and confidence in clinical settings through online preparation and realistic simulation exercises. Methods: This study examined changes in medical students’ self-perceived clinical skills after a flipped classroom and simulation-based internship. A total of 391 third- and fourth-year students completed a nine-hour program with morning practice sessions and afternoon high-fidelity scenarios. Surveys before and after the program assessed self-perceived thoracic and abdominal/general skills. ANCOVA controlled for baseline scores, and paired Wilcoxon signed-rank tests examined overall and subgroup improvements. Results: After the program, significant improvements were observed in self-perceived clinical skills across all domains. Thoracic skills increased from a median of 2.19 to 7.36, and abdominal skills from 5.11 to 9.46. Medical history, vital signs, and blood pressure scores also improved significantly. Third-year students and those attending the Clinical Methodology course showed the greatest gains. All post-intervention improvements were statistically significant (p < 0.001). Conclusions: The combination of flipped classroom learning and intensive simulation training markedly improved students’ perceived clinical competence. These findings suggest that such methods boost students’ practical skills and confidence. Further research is recommended to explore the long-term impact of this approach on skill retention and professional practice.

Currently, research in youth soccer consists of methodological choices that can raise activity volumes and exercise intensity to promote proper training for youth soccer demands. Therefore, the present cluster randomised trial aims to evaluate the effects of the dynamic–ecological approach on the physical performance parameters compared with a traditional one in a group of sub-elite U13 players. Thirty-five male children (age 12.16 ± 0.55 years; weight 45.59 ± 7.15 kg; height 145.5 ± 4.2 cm; BMI 15.8 ± 2.1 kg·m⁻²) were recruited for this trial from two teams belonging to sub-elite soccer schools and randomly assigned to a dynamic–ecological approach (DEA) or a traditional training (TTG) group. The training program lasted six weeks and consisted of 18 training sessions of 90 min each (3 sessions per week). The sample was evaluated by the standing long jump (SLJ), hop test (HT), 10 m sprint (10 m), 10 × 5 m shuttle run test (SRT), and leg raise test (LR). The DEA group showed significantly higher results in the SLJ (p < 0.001), HT left leg (p < 0.001), 10 m sprint (p < 0.001), and SRT (p < 0.001). In conclusion, the dynamic–ecological approach provides higher performance adaptations. Therefore, this approach can be considered a suitable method to optimise pre-pubertal player training, mainly when no fitness or strength coach is available.

Background: Simulation-based education (SBE) is increasingly integrated into medical curricula to enhance clinical reasoning, reflective practice, and experiential learning in safe educational environments. Evaluating learners’ satisfaction is essential to assess the educational impact of simulation activities. Although the Satisfaction with Simulation Experience Scale (SSE) has been internationally validated, no robust psychometric validation has been conducted among Italian medical students. This study aimed to evaluate the psychometric properties of the Italian version of the SSE (SSE-It). Methods: A cross-sectional psychometric validation study was conducted with 408 third-year medical students enrolled at a Northern Italian university after participation in a mandatory simulation internship on introductory ultrasound. Participants completed the Italian adaptation of the 18-item SSE, rated on a 5-point Likert scale and organized into three domains: Debriefing and Reflection, Clinical Reasoning, and Clinical Learning. Internal consistency was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Confirmatory factor analysis (CFA) was performed to examine the factorial structure of the scale. Results: CFA supported the original three-factor structure of the SSE-ITA, showing good fit indices: χ²(132) = 410.67 (WLSMV-scaled), CFI = 0.98, TLI = 0.97, RMSEA = 0.07, and SRMR = 0.05. Internal consistency was high for the total scale (α = 0.94; ω = 0.95) and satisfactory across subscales (α ranging from 0.84 to 0.92; ω ranging from 0.86 to 0.93). Conclusions: The SSE-It demonstrated satisfactory reliability and construct validity in this task-trainer-based, introductory ultrasound simulation context, supporting its use as a reliable instrument to assess satisfaction with this type of simulation-based education among Italian medical students. Generalizability to high-fidelity, immersive simulation modalities remains to be established.