Students’ perspective of Simulation Based Clinical Teaching in Surgery Block - an experience at Qassim University, Saudi Arabia

Abstract

Background and Aims: Due to the lesser availability of patients for bedside teaching, simulation-based teaching sessions were added to enhance clinical skills, and the perspective of the students and their impact on grades attained in clinical skills assessment were analyzed. Methods: Six simulation sessions were conducted using simulated patients and mannequins to cover topics including examination of the abdomen, thyroid, lump, ulcer, rectum, and breast. At the end of the block, a brief, self-designed anonymous questionnaire was used to conduct an online survey to assess the students’ perspective, and the results were analyzed. The clinical skills evaluation results were compared to the grades of students who had previously graduated and received traditional training. Results: The satisfaction level was high, and the majority of students felt that their confidence levels and clinical skills had been enhanced. Various shortcomings in the conduct of simulation sessions were pointed out, and possible solutions were suggested. The grades attained by the students in clinical skills assessment had shown significant improvement. Conclusions: Simulation-based clinical skills teaching is an effective academic tool and has the potential to make up for the deficiencies in traditional bedside teaching.