Pilot study comparing simulation-based and didactic lecture-based critical care teaching for final-year medical...

Area of Science:

• Medical Education
• Critical Care Medicine
• Simulation Technology

Background:

• Simulation-based medical education (SBME) has advanced significantly.
• Its application in critical care teaching remains underreported.
• This study investigated SBME effectiveness versus traditional lectures for critical care topics.

Purpose of the Study:

• To compare the efficacy of simulation-based teaching versus lecture-based teaching for a critical care topic.
• To assess student satisfaction and resource requirements for each teaching method.

Main Methods:

• Final-year medical students were randomized into simulation-based or lecture-based groups.
• Multiple choice questionnaires (MCQ) assessed knowledge at baseline, post-teaching, and 2-week follow-up.
• Student satisfaction and resource intensity were evaluated.

Main Results:

• The simulation group reported higher enjoyment, interest, and perceived understanding.
• Both groups improved MCQ scores post-teaching, with a greater increase in the simulation group.
• Simulation teaching was more resource-intensive, requiring specialized equipment and longer sessions.

Conclusions:

• Simulation-based teaching enhances student engagement and perceived learning in critical care.
• Higher resource demands and potential baseline score differences limit definitive efficacy conclusions.
• Further research is warranted to optimize simulation in critical care education.