Case-based Learning Combined with Scenario Simulation in the Operating Room Practice Teaching for Surgical Graduate Students

Background: The Case-Based Learning (CBL) combined with scenario simulation represents an innovative approach to medical and surgical education aimed at bridging the gap between theoretical knowledge and practical application in real-world settings. It is increasingly recognized as an effective strategy in surgical training, designed to improve patient safety and outcomes by preparing future surgeons with the necessary skills and confidence for the operating room. Methods: Thirty surgical graduate students were randomly divided into a study group (group CS) and a control group (group T), with 15 students in each group. The group CS received training using CBL combined with scenario simulation, while the group T underwent traditional teaching methods. After training, the outcomes, teaching satisfaction, and learning confidence were compared. Results: No significant differences in baseline data were observed between the two groups (P > 0.05). The group CS scored higher on theoretical exams (94.5±4.9 vs. 89.3±4.3, P < 0.05) and practical skills assessments (94.7±4.3 vs. 86.4±4.2, P < 0.05) after training. Additionally, teaching satisfaction (43.6±3.5 vs. 36.1±4.4, P < 0.001) and learning confidence scores (42.9±2.9 vs. 34.2±4.8, P < 0.001) were higher in the group CS. Conclusion: Incorporating CBL combined with scenario simulation into the practical training of surgical graduate students results in improved training outcomes. It not only enhances clinical thinking skills and overall competence but also increases teaching satisfaction and learning confidence among students.