AB065. SOH26AB_0403. Integrating simulation into undergraduate surgical education: a single-centre randomised controlled trial

Résumé fourni par la source

Background: Undergraduate medical education still largely follows traditional structures, combining didactic teaching with clinical placement, with limited evidence on the role of simulation-based teaching at undergraduate level. This study aims to evaluate the impact of simulation-based teaching on teaching the recognition and management of an acutely unwell surgical patient at undergraduate level. Methods: Ninety-seven students undertaking their core surgical module were randomised into either the Simulation group (n=49), or the standard group (n=48). The simulation group received didactic teaching combined with simulation teaching, whilst the standard group received didactic teaching only. Simulation sessions focused on the acute management of acutely unwell surgical patients. All participants were assessed using a structured objective structured clinical examination (OSCE) assessment tool with five sub-domains (initial assessment, clinical reasoning, interpretation of results, situational awareness, and communication), marked by blinded examiners. All data were analysed using Statistical Package for the Social Sciences (SPSS). Results: The simulation group consistently outperformed the standard teaching group across all assessed domains, with a median total score of 18/20 in the simulation group, compared with a median of 13.75/20 in the control group (P<0.001, r=0.63). The largest improvements were seen across clinical reasoning (median 4.0 vs. 2.25, r=0.52, P<0.001) and situational awareness (median 4.0 vs. 3.0, r=0.49, P<0.001). Conclusions: These findings suggest that simulation is a powerful learning tool for developing both technical and non-technical skills required for the management of the acutely unwell patient and support the integration of simulation-based teaching into the undergraduate curriculum.

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