Swaminathan Aditya, Zhou Dengyi, Allison Isabel, Ogiliev Tamzin, Rezai Fatema, Morgan Georgia, Sheikh Haaziq, Abdelhameed Farah, Kaur Harjeet, Yip Alice, Cooper Catherine, Davitadze Meri, Melson Eka, Foster Paul A, Dhir Vivek, Kempegowda Punith
College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK.
London North West University Healthcare NHS Trust, London, UK.
Clin Teach. 2025 Jun;22(3):e70070. doi: 10.1111/tct.70070.
Medical education employs diverse teaching strategies, including blending lecture-based learning, small-group teaching (SGT) and, increasingly, simulation-based learning. Nonetheless, limitations in clinical application and participation persist. Simulation via Instant Messaging for Bedside Application (SIMBA) complements these methods by simulating real-world clinical scenarios. This pilot study compares SIMBA's effectiveness with SGT in endocrine topics for medical and pharmacy students.
The SIMBA for students model was developed using Kern's six-step framework. SIMBA sessions, facilitated by trained moderators and senior experts, simulated outpatient consultations via WhatsApp. The study included SIMBA and SGT sessions from October 2020 to March 2022. Teaching effectiveness was assessed through postsession surveys and multiple-choice questions (MCQs). The study compared the MCQ scores and student satisfaction of SIMBA, SGT and combined SIMBA + SGT cohorts.
One hundred thirty (103 medical and 27 pharmacy) students participated in 14 SIMBA sessions, and 150 students responded to the post-SGT survey, with 38 attending both. Median MCQ scores were higher post-SIMBA (75.0%) compared with post-SGT (60.0%) (p < 0.0001). No significant difference was observed between SIMBA and SIMBA + SGT scores or SGT and SIMBA + SGT scores. SIMBA sessions were perceived as enjoyable (89.2%), intelligible (90.8%), engaging (81.5%), promoted new knowledge (90.0%) and enhanced comprehension (93.9%). 83.1% of students desired SIMBA to complement SGT.
SIMBA demonstrated superior knowledge gain and student satisfaction compared to SGT. Its familiar technology and interactive format suit modern learning, offering a standardised and equitable experience. Integrating SIMBA into the curriculum could help overcome teaching limitations and better prepare students for clinical practice.
医学教育采用多种教学策略，包括将基于讲座的学习、小组教学（SGT）以及越来越多的基于模拟的学习相结合。尽管如此，临床应用和参与方面的局限性仍然存在。通过即时通讯进行床边应用模拟（SIMBA）通过模拟真实世界的临床场景对这些方法进行了补充。这项试点研究比较了SIMBA与SGT在内分泌学主题教学中对医学和药学专业学生的有效性。
使用克恩的六步框架开发了面向学生的SIMBA模型。由训练有素的主持人和资深专家主持的SIMBA课程通过WhatsApp模拟门诊咨询。该研究涵盖了2020年10月至2022年3月期间的SIMBA和SGT课程。通过课后调查和多项选择题（MCQ）评估教学效果。该研究比较了SIMBA、SGT以及SIMBA+SGT组合组的MCQ分数和学生满意度。
130名（103名医学专业和27名药学专业）学生参加了14次SIMBA课程，150名学生对SGT课后调查做出了回应，其中38名学生同时参加了这两种课程。与SGT课后（60.0%）相比，SIMBA课后的MCQ中位数分数更高（75.0%）（p<0.0001）。SIMBA与SIMBA+SGT分数之间或SGT与SIMBA+SGT分数之间未观察到显著差异。SIMBA课程被认为有趣（89.2%）、易懂（90.8%）、有吸引力（81.5%）、促进了新知识（90.0%）并增强了理解（93.9%）。83.1%的学生希望SIMBA补充SGT。
与SGT相比，SIMBA在知识获取和学生满意度方面表现更优。其熟悉的技术和互动形式适合现代学习，提供了标准化且公平的体验。将SIMBA纳入课程可以帮助克服教学限制，并更好地使学生为临床实践做好准备。
