Key points are not available for this paper at this time.
Abstract Aim Simulation serves as a crucial instrument for replicating authentic surgical environments. The acquisition of proficiency in surgical skills is a mandated criterion for medical students, as articulated by the General Medical Council. There is a paucity of data pertaining to the efficacy of simulation training in both acute and chronic surgical contexts. The objective of this study is to assess the effectiveness of simulation in training medical students and to consolidate insights into innovative methodologies for surgical education. Method A literature search was performed on Embase, Medline and Global Health using the search terms: medical student* AND surgical simulation AND (United Kingdom OR UK OR England), including data from 1947 to 2023. The inclusion criteria were: (i) Surgical simulation (ii) Medical student training (iii) United Kingdom. 8 studies were included and appraised by 2 blinded individuals. The results and conclusions were constructed into a narrative synthesis. Results Studies have highlighted the lack of adequate surgical skills training in British medical schools. Cross-sectional and survey-based research underscores the positive outcomes of simulated learning by implementing virtual reality and simulated surgical patient pathways. Significant improvement in students’ awareness, confidence, performance, and learning standards has been demonstrated across studies. Conclusions Simulated training emerges as a valuable approach for instructing medical students. Within British medical institutions, there is an imperative to accentuate the emphasis on surgical pedagogy. The deployment of innovative techniques not only endows the prospective healthcare workforce with heightened surgical competencies but also augments the exposure of medical students to surgery as a potential discipline.
Singh et al. (Mon,) studied this question.