Objective: We explored the value of a standardized patient-based situational simulation teaching method in general surgery internships.
Methods: A prospective, single-blind, randomized controlled trial was conducted with clinical medicine undergraduates from the 2020 cohort of our university as subjects. These students were randomly divided into a traditional teaching (TT) group and a combined teaching (CT) group based on their internship schedules. The TT group followed the conventional teaching model, while the CT group engaged in the standardized patient-based situational simulation teaching method. The study compared differences in pre-internship theoretical scores, post-internship theoretical scores, medical record writing quality, and student satisfaction between the two groups.
Results: The CT group (n=108) significantly outperformed the TT group (n=104) in post-internship theoretical scores and medical record writing quality (all <0.05) and showed marked improvement in stimulating students' interest in learning (=0.015), enhancing clinical diagnostic and treatment abilities (<0.001), improving doctor‒patient communication skills (<0.001), strengthening medical mission sense (<0.001), reinforcing physicians' sense of responsibility (<0.001), and facilitating the application of learned knowledge (<0.001). These differences were statistically significant.
Conclusion: The standardized patient-based situational simulation teaching method (CT) in general surgery internships has been highly recognized by students and can enhance their clinical competency, offering considerable value for broader.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11191846 | PMC |
| http://dx.doi.org/10.7759/cureus.60845 | DOI Listing |
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