Enhancing Knowledge Retention by Simulation-Based Learning Among First-Year Medical Students

Introduction Simulation-based training has been a vital part of medical education since Competency-Based Medical Education (CBME) was introduced, and new guidelines since 2023 have expanded to include simulation as a mandatory methodology of teaching. This method enables learners to build and develop both technical and non-technical abilities in a safe and controlled setting, enhancing their preparedness for real-life medical scenarios. Simulation-based training improves skill acquisition and retention and enhances learners' confidence, reduces anxiety, reinforces learning, corrects errors, and promotes reflective practice, in contrast with the traditional method of teaching. This, in turn, creates an immersive and interactive environment. Methods The research project involved 150 first-year MBBS students at NRSC and the Department of Physiology. The CVS modules were prepared, and the sensitization of students as well as the faculty was done at the simulation lab for orientation before the implementation of the module. After the module creation and content validation, all 150 students were taught in a traditional way in five classes covering the modules, and a multiple-choice question (MCQ) test was conducted. Then the students were divided into small groups of 20 each and sent to the simulation lab, and the modules were taught in five days. Pre- and post-tests were conducted, and feedback regarding the SBT was collected on the last day of the SBT. A satisfaction survey was also carried out at the end of the training, and the satisfaction index (SI) was calculated and presented in graphs. Transcripts were prepared for open-ended questions in feedback and subjected to thematic analysis to derive themes and codes. Results The mean pre-test objective structured practical examination (OSPE) scores were 7.27 ± 1.29, and the post-test OSPE scores were 12 ± 1.64, and the difference was statistically significant. The MCQs were based on factual knowledge, concepts, and communication. A significant improvement in the scores was observed, as the lowest scores increased from 4 to 11 and the highest scores increased from 9 to 20. Additionally, the feedback was obtained on a Likert scale from both the students as well as the faculty members. Over a range of 1-100, the maximum SI of 92.8 for the statement "simulation-based learning is a useful learning strategy" indicates that this type of learning should be part of the curriculum; also, the minimum SI of 81.6 for the statement "the training session resembles a real life situation" is due to difficulty in making a connection with the simulators. Regarding faculty perception, on assessing the SI among the faculty, it was found that the highest SI was associated with the statement that "the simulation lab is a good source of information", and the only difficulty observed among the faculty was in the preparation of modules and teaching material, as reflected by SI 61.7. Overall, simulation-based learning (SBL) offers an avenue for hands-on, experiential learning in a safe and regulated clinic setting. Conclusions SBL can provide a wide range of practice opportunities and offer one of the most effective learning methods in higher education. This works well for beginners and helps in the development of critical thinking and concept clarity. SBL is a useful tool that should be incorporated from the first year and enhances the clinical orientation of the students in studying basic sciences.