Efficacy of simulation-based learning compared to lecture-based learning among final-year medical students

• Published in: Journal of pediatric and neonatal individualized medicine Vol. 11; no. 1; p. e110158
• Main Authors: K. Shreedhara Avabratha, Rashmi Alva, Lulu Sherif, Sudhir Prabhu H, Bhagyalakshmi Kodavanji
• Format: Journal Article
• Language: English
• Published: Hygeia Press di Corridori Marinella 01.04.2022
• Subjects: lecture; medical students; paediatrics; simulation; status epilepticus
• ISSN: 2281-0692
• DOI: 10.7363/110158

Introduction: The need for simulation-based education during paediatric clinical rotations has increased in the last decade because of patient safety concerns and other complexities. There are very few studies during the undergraduate postings comparing lecture-based and simulation-based teaching. This study aims to compare the efficacy of simulation-based teaching with lecture-based teaching among final-year undergraduate medical students posted in paediatrics and also assess the students’ perception about these methods of teaching. Methods: A simulation module was developed for the status epilepticus scenario by the simulation educators of the Paediatric Faculty of Father Muller Medical College, Mangalore, Karnataka, India. A convenient sample of final-year undergraduate medical students was divided into two groups. One group was subjected to lecture-based teaching, and the other group to simulation scenario-based teaching. The pre- and post-test scores of both groups were evaluated for learning outcomes, and a self-assessment questionnaire captured the post-intervention confidence level of the participants. Quantitative data were analysed using paired t-test of the mean scores and analysis of variance.  Results: Twenty-six students were included in each group. Post-test scores of both groups showed significant improvement over pre-test scores (p < 0.001). However, the post-test scores of the didactic lecture group were significantly higher compared to the simulation group. Students felt more confident to manage status epilepticus with simulation teaching, though both methods got similar overall ratings.  Conclusion: The study specifically compared two teaching-learning methodologies to achieve the desired learning outcomes for a case of status epilepticus in a paediatric patient, and the authors conclude that both methods achieved the desired learning outcomes and simulation teaching can be adjunct to lecture classes.