Simulation-Based Learning versus Traditional Instruction in Undergraduate Medical Education
Keywords:
simulation, medical education, clinical skills, student engagement, OSCE, Uzbekistan, Fergana, AndijanAbstract
Simulation-based learning has become a core modality in undergraduate medical education, yet its comparative effectiveness against traditional teaching continues to be evaluated in diverse institutional contexts. This study examined the impact of simulation-based instruction on knowledge acquisition, clinical skills performance, and learner engagement among 320 undergraduate medical students from Fergana Medical Institute of Public Health and Andijan State Medical Institute. A quasi-experimental design compared 150 students receiving high-fidelity, scenario-based simulation with 170 students taught via lectures and bedside demonstrations. Standardized multiple-choice examinations, objective structured clinical examinations (OSCEs), and validated engagement and self-efficacy scales were used as outcome measures. Students in the simulation group achieved higher mean OSCE scores, demonstrated greater improvement in history taking and physical examination domains, and reported significantly higher engagement and confidence compared with the control group. These findings support integrating structured simulation as a core component of clinical training in Uzbek medical schools and similar settings.
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