SIMULATION-BASED LEARNING VERSUS TRADITIONAL BASE-BASED LEARNING IN UNDERGRADUATE MEDICAL EDUCATION
Keywords:
simulation-based learning, traditional learning, medical education, clinical competence, undergraduate medical students, skills assessment, OSCEAbstract
Simulation-based learning has gained increasing attention in undergraduate medical education as a strategy to enhance clinical competence while ensuring patient safety. However, its comparative effectiveness against traditional base-based learning remains an area of ongoing investigation. This review compares theoretical knowledge acquisition and practical competence outcomes between simulation-based learning and traditional base-based learning among 278 fourth-year medical students at FMIOPH. Using structured theoretical examinations and objective clinical performance assessments, differences in learning outcomes were analyzed. The findings demonstrate that while theoretical knowledge outcomes were comparable between groups, simulation-based learning was associated with significantly superior practical competence, procedural accuracy, and clinical decision-making skills. These results support the growing role of simulation-based learning as a core component of modern medical curricula.
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