Simulation-based Learning versus Lecture-based Learning: A Comparative Study on Knowledge Retention and Student Satisfaction in Medical Education

Background: This study aimed to examine the efficacy of two teaching methods, simulation-based learning (SBL) and lecture-based learning (LBL), for teaching bronchial asthma. Aim: This study aims to assess the efficacy of two teaching methods for bronchial asthma – simulation training and a didactic lecture followed by a multimedia video. Materials and Methods: This study used a randomized controlled trial: a simulation training and a didactic lecture followed by the multimedia video. The SBL group was divided into small groups, with each group consisting of 10 students. The LBL group received didactic lectures followed by a multimedia video, and the SBL and LBL groups were assessed for knowledge retention and knowledge growth. Tests were given both before and after the intervention to assess knowledge retention and progress. Student satisfaction and perceived efficacy were evaluated by a feedback survey. The statistical analysis included pairing t -tests and mean comparisons. Results: There was a significant improvement in knowledge retention by both teaching methods. SBL displayed a larger percentage gain (50.6%) than LBL (35.6%). In addition, SBL outperformed LBL in late-test scores (mean: 22.07 vs. 20.33; P = 0.0006). Based on feedback, students were more satisfied with SBL in terms of motivation, comprehension, and skill improvement. Conclusion: Integrating SBL into undergraduate medical training provides considerable advantages, especially in enhancing clinical skills. Future studies need to investigate the most effective ways to integrate this approach and identify alternative assessment techniques to evaluate clinical skills effectively.