The effectiveness of simulation-based learning on enhancing anaphylactic shock management skills in standardized training for anesthesiology residents

Background: Simulation-based learning is an effective pedagogical approach that allows learners to practice in realistic scenarios. It is particularly valuable for preparing anesthesiologists to manage rare but critical events, which demand immediate interventions and team collaboration. This study aims to assess the effectiveness of a simulation-based learning module in equipping anesthesia residents with the adequate knowledge and skills for effectively managing anaphylactic shock. Methods: All students were randomly divided into two groups. One group was educated with traditional case-based learning (CBL) method. The other group was educated with simulation-based learning method (SBL). Both groups underwent a baseline testing (pre-test). Following the teaching session, the students completed a second test (post-test). Multiple choice questions (MCQ) for knowledge assessment and clinical skills were used in this study. After four weeks, all students in both groups participated in a simulation scenario test involving a different case. The performance of each student was derived from direct observation of procedural skills (DOPS). The "team skills score" employed the initial eight items of the Mayo High Performance Teamwork Scale (MHPTS). Results: Post-test MCQ scores showed a significant improvement in the SBL group compared to the CBL group (p = 0.02). After four weeks, a simulation scenario test was administered, and the SBL group performed significantly better on individual DOPS and team MHPTS evaluations (p = 0.02 and p = 0.04 respectively). Questionnaire responses indicated that SBL fostered higher learning motivation and satisfaction among students compared to CBL (p < 0.05). Conclusion: SBL was more effective than CBL in improving both individual and team performance, as well as student satisfaction and motivation, making it a valuable addition to medical education curricula.