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The efficiency of operating room simulation for training medical students at King Saud University
Walid Mohamed Ragab Badwi1,2, Jumana Baaj1,2, Imad Chehab1,2
1Department of Anesthesia, King Saud University Medical City, Riyadh, Saudi Arabia.
Background:
The incorporation of clinical simulation within educational frameworks is a fundamental aspect of professional advancement in anesthesiology, thereby creating a strong and efficient structure for the augmentation of clinical skills. This investigation evaluates the impact of operating room simulation utilizing the SimMan 3G simulator on the skill development of fourth-year medical students specializing in anesthesiology at King Saud University.
Methods:
This investigation employed a mixed-methods research paradigm, amalgamating various methodological strategies with a participant cohort consisting of 109 individuals. Evaluative assessments were conducted both prior to and following the intervention to assess the acquisition of skills in the areas of emergency management, airway management, and pharmacological reasoning. The quantitative results were further enriched by qualitative insights obtained from surveys and interviews.
Results:
Significant advancements were discerned in pivotal technical areas, encompassing anesthesia induction and airway management, in conjunction with augmented decision-making proficiencies and refined stress management abilities. Assessments conducted after the training revealed that 75% of participants recognized an elevation in their clinical competencies, with the simulator attaining a mean effectiveness rating of 4.44 out of 5. Furthermore, students exhibited heightened self-assurance when functioning in high-stress environments.
Conclusion:
The utilization of operating room simulations utilizing the SimMan 3G markedly improves educational outcomes in the field of anesthesia, promoting progress in both technical and non-technical skill sets. These results underscore the critical need for a broader incorporation of simulation-based pedagogical approaches within medical educational systems. The post-intervention reflections should elucidate the essential requirement for enhancing realism, collaborating with larger cohorts, and incorporating cutting-edge technologies such as virtual reality (VR) and augmented reality (AR).
