Mohsin Shamaila, Jamil Brekhna, Khan Kiran Imtiaz, Virk Safiullah, Ahmad Abdul Momin Rizwan
Department of Public Health, Armed Forces Post Graduate Medical Institute (AFPGMI), National University of Medical Sciences (NUMS), Rawalpindi, Pakistan.
Institute of Health Professions Education & Research, Khyber Medical University (KMU), Peshawar, Pakistan.
Front Med (Lausanne). 2025 Aug 25;12:1652105. doi: 10.3389/fmed.2025.1652105. eCollection 2025.
Simulation-Based Teaching (SBT) has emerged as an educational strategy to enhance clinical competence among medical students, particularly in Gynaecology and Obstetrics.
This study assessed the effectiveness of learning SBT and explored the enablers and challenges associated with implementing SBT in Gynaecology and Obstetrics.
Using a sequential explanatory mixed methods approach a study was conducted in Skills Lab at Pakistan Emirates Military Hospital (PEMH), Rawalpindi during May-Sep 2024. A pre/post design study was conducted on final-year medical students using a validated questionnaire Simulation Learning Effectiveness Inventory (SLEI-SCM). The qualitative component explored students' and faculty perception of SBT through In-depth interviews. The quantitative data was analyzed using SPSS (V.25) while the qualitative data was conducted through Braun and Clarke Thematic framework.
A total of 190 participants participated in the quantitative study. The pre-training mean score of the participants 89.4 significantly improved to 139.5 post-training (Mean Difference = 50.1). Post-intervention results revealed significant improvements ( < 0.001) in learning effectiveness such as workshop content and resource availability. The in-depth interviews conducted with 23 participants, students and facilitators, revealed several key themes.
SBT significantly enhanced undergraduate learning outcomes in Gynecology and Obstetrics, in workshop content, resource availability, and clinical confidence.
基于模拟的教学（SBT）已成为一种教育策略，以提高医学生的临床能力，尤其是在妇产科方面。
本研究评估了学习SBT的效果，并探讨了在妇产科实施SBT的促进因素和挑战。
采用顺序解释性混合方法，于2024年5月至9月在拉瓦尔品第的巴基斯坦阿联酋军事医院（PEMH）的技能实验室进行了一项研究。使用经过验证的问卷模拟学习效果量表（SLEI-SCM）对医学专业最后一年的学生进行了前后设计研究。定性部分通过深入访谈探讨了学生和教师对SBT的看法。定量数据使用SPSS（V.25）进行分析，而定性数据则通过布劳恩和克拉克主题框架进行分析。
共有190名参与者参与了定量研究。参与者的培训前平均得分89.4在培训后显著提高到139.5（平均差异=50.1）。干预后的结果显示，在学习效果方面，如研讨会内容和资源可用性等方面有显著改善（<0.001）。对23名参与者（学生和辅导员）进行的深入访谈揭示了几个关键主题。
SBT显著提高了妇产科本科的学习成果，包括研讨会内容、资源可用性和临床信心。
