Tawfik Marwa M R, Fayed Amel A, Dawood Amal F, Al Mussaed Eman, Ibrahim Gehan H
College of Medicine, Princess Nourah bint Abdulrahman University, Riyadh, Kingdom of Saudi Arabia.
Hepatobiliary Unit, Internal Medicine Department, Faculty of Medicine, Alexandria University, Alexandria, Egypt.
Med Sci Educ. 2020 Jun 29;30(3):1061-1068. doi: 10.1007/s40670-020-01014-y. eCollection 2020 Sep.
Simulation-based learning (SBL), an effective teaching strategy, is still questionable on whether it can be an alternative to didactic lectures in medical education. Our study aimed to evaluate the effectiveness of SBL versus traditional lectures in retention of knowledge.
A randomized controlled trial was conducted among medical students who were divided in two groups (36 students each). Each group received the same information about diagnosis and management of bronchial asthma, but with a different teaching method: didactic lecture or simulation. Knowledge level was tested before, immediately after the teaching sessions and 3 months later using multiple-choice questions. Student's satisfaction was evaluated using feedback questionnaire.
The simulation group scored higher than the lecture group in the post-test and the late test. However, these differences were not significant. Additionally, students' satisfaction scores were significantly higher in the simulation group than in the lecture group ( < 0.01). Students ranked simulation significantly better regarding motivation (71.9%), comfort (59.4%), understanding (59.4%), and effective communication (59.4%) ( < 0.01).
Simulation is as effective as lecture in retention of medical knowledge. Nonetheless, students agree that it is more satisfactory and interesting. SBL integration in medical programs is recommended to overcome obstacles in clinical training.
基于模拟的学习（SBL）作为一种有效的教学策略，在医学教育中能否替代传统讲授式教学仍存在疑问。我们的研究旨在评估SBL与传统讲授式教学在知识保留方面的有效性。
对医学生进行了一项随机对照试验，将他们分为两组（每组36名学生）。每组都获得了关于支气管哮喘诊断和管理的相同信息，但教学方法不同：传统讲授式教学或模拟教学。在教学课程之前、之后立即以及3个月后使用多项选择题测试知识水平。使用反馈问卷评估学生的满意度。
模拟教学组在测试后和后期测试中的得分高于讲授教学组。然而，这些差异并不显著。此外，模拟教学组的学生满意度得分显著高于讲授教学组（<0.01）。学生在动机（71.9%）、舒适度（59.4%）、理解（59.4%）和有效沟通（59.4%）方面对模拟教学的评价明显更好（<0.01）。
在医学知识保留方面，模拟教学与讲授式教学同样有效。尽管如此，学生们一致认为模拟教学更令人满意且更有趣。建议将SBL纳入医学课程以克服临床培训中的障碍。
