Simulation-Based Medical Education in Undergraduate Curriculum: Will a Home-Developed Model Suffice?

Abstract

A medical student needs to understand the integral theory of continence, clinically elicit urethral hypermobility and understand the surgical principles of repair. A skill development model was designed for the final year curriculum of medical students to explain the basic knowledge of integral theory of continence along with surgical repair of urinary incontinence. The primary objective of the study was to assess the efficacy of simulation-based teaching (SBT) using a home-developed model as compared to video-based teaching (VBT). The secondary objective was to elicit the feedback of students who underwent SBT. One hundred fifty-nine medical students participated in the study. Simulation-based teaching (SBT) (n= 81) was compared with video-based teaching (VBT) (n= 78). Pretest and posttest results were used to assess learning. Feedback was obtained to improve the existing teaching method. In the VBT group, the posttest values of lowest score, 25th percentile, 75th percentile, and maximum scores were 9, 10, 12, and 15, respectively. In the SBT group, the posttest values of lowest score, 25th percentile, 75th percentile and maximum scores were 11, 12, 14, and 15, respectively. The students were able to comprehend the anatomical landmarks and integral theory of urinary continence better in SBT group. The surgical technique demonstration and hands-on training done on the pelvic model improved their comprehension. A home-developed model is an effective and economic tool in training medical students. This prototype model of education can be employed as a teaching tool in other surgical disciplines as well.