Enhancing Medical Students’ Learning Through Surgical Skills Simulation

Abstract

Introduction Learning surgical skills is crucial in surgeons’ training, as it affects patients’ survival and the risk of complications. Traditional apprenticeship model, while of the highest fidelity, offers limited hands-on practice due to safety concerns, time constraints, and resource shortage, therefore there is a need to explore innovative simulation technologies [1-4]. Evidence shows that virtual simulators play a significant role in surgical training. LSMU has implicated the novel platform for mannequin-type simulation and peer-to-peer learning based education and training of surgical skills [5,6]. Evaluating the efficacy of these simulations requires considering both mentor feedback and trainees’ satisfaction, self-confidence, and motivation [7]. Aim Aim of this study is to evaluate how medical students assess the design features of surgical skills simulations developed for their training. Methods The study included 82 third-year medical students enrolled in a practical surgical skills simulation course who provided informed consent. Conducted in 2024, the study had no exclusion criteria. Hybrid simulation training is unique for its real-life algorithm designs (surgical instrument etc.) and simulators. The Simulation Design ScaleStudent Version (SDS) was utilized, consisting of five subscales: objectives and information, support, problemsolving, feedback/guided reflection, and fidelity. Students rated items on a five-point scale from 1 (strongly disagree) to 5 (strongly agree), with higher scores indicating greater recognition of simulation design features. The Lithuanian University of Health Sciences Bioethics Centre approved the study protocol (No. 2024-BEC2-1273). Data analysis was performed using IBM SPSS for Windows 29.0, calculating average SDS scores and employing numerical characteristics such as mean, standard deviation, and Spearman correlation coefficients. P values less than 0.05 were considered statistically significant. Results Students identified key simulation design features as follows: scenarios resembling real-life situations (4.55, SD 0.78), incorporation of real-life factors (4.54, SD 0.81), clear information for problem-solving (4.48, SD 0.89), opportunities for guidance and feedback post-simulation (4.46, SD 0.87), and sufficient initial direction (4.39, SD 0.88). Additionally, personal interest in surgical skills correlated positively with all SDS subscales: objectives and information (r=0.478, p<0.001), support (r=0.441, p<0.001), problem-solving (r=0.316, p=0.005), feedback (r=0.460, p<0.001), and guided reflection (r=0.316, p=0.029). Conclusions Medical students provided positive evaluations of surgical skills simulation design features. The findings suggest that the educational practices and characteristics of simulation design are vital for ensuring a high-quality learning experience for medical students.