Evaluating Medical Biochemistry Teaching and Learning Through Simulation: A Mixed-Methods, Quasi-Experimental Study in Medical Students in Ecuador.

= 199). Both groups received identical theoretical instruction. Outcomes were assessed at baseline and post-intervention in four domains: theoretical knowledge, clinical interpretation, technical skills, and communication. Student satisfaction and perceptions were evaluated using surveys and qualitative analysis. Both groups improved after sessions; however, the simulation group demonstrated significantly greater gains across all domains (theoretical knowledge, clinical interpretation, technical skills, and communication). Students in the simulation-based group also achieved higher success rates in blood-sampling procedures, completed tasks in less time, and reported more positive emotions, reduced anxiety, increased confidence, and greater satisfaction. Simulation-based education appears to be an effective and feasible approach to enhance knowledge, technical, communication skills, and student motivation in medical biochemistry teaching.