BMC medical education · 2025
Reflecting realities: gauging the pulse of simulator-based training in medical minds-resonance of simulator-based ultrasound training in medical education.
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Pillong Lukas, Sprengart Franziska Marietta, Recker Florian, Rink Maximilian, Weimer Andreas, Merkel Daniel, Ille Carlotta, Buggenhagen Holger, Lorenz Liv, Dionysopoulou Anna, Kloeckner Roman, Schick Bernhard, Helfrich Johanna, Weinmann-Menke Julia, Waezsada Elias, Weimer Johannes
Аннотация
BACKGROUND: Simulator-based training (SBT) transforms medical education from traditional methods to technology-driven simulations for safer, complex scenario learning. This study examines perceptions, benefits, drawbacks, and challenges of such training, focusing on ultrasound simulations among medical students and physicians.
METHODS: The study surveyed 343 participants: 154 third-year medical students, 97 practical-year students, and 92 physicians across various specialties. A digital questionnaire was used to analyze their views on SBT, featuring main- and sub-items evaluated through a Likert scale and dichotomous questions.
RESULTS: Widespread exposure to SBT was evident, notably in ultrasound simulator usage, where over 60% of all respondent groups reported prior experience. Significant disparities in acceptance and assessment between students and physicians were noted, particularly highlighting inconsistent integration into mandatory education and a marked deficit in physicians' training (p < 0.001). All groups acknowledged the relevance of SBT for developing practical skills and patient safety. The interest in ultrasound simulator use showed variability across specialties (p < 0.001). While ultrasound pathology training was highly valued, doubts about simulators replacing hands-on patient experience persisted.
CONCLUSIONS: Our study highlights the necessity for enhanced integration of SBT within medical curricula. It highlights the significance of adaptive teaching methodologies and singles out ultrasound simulator training as essential for practical skill development. Future research should concentrate on creating comprehensive customized teaching strategies to elevate the quality of patient care.
METHODS: The study surveyed 343 participants: 154 third-year medical students, 97 practical-year students, and 92 physicians across various specialties. A digital questionnaire was used to analyze their views on SBT, featuring main- and sub-items evaluated through a Likert scale and dichotomous questions.
RESULTS: Widespread exposure to SBT was evident, notably in ultrasound simulator usage, where over 60% of all respondent groups reported prior experience. Significant disparities in acceptance and assessment between students and physicians were noted, particularly highlighting inconsistent integration into mandatory education and a marked deficit in physicians' training (p < 0.001). All groups acknowledged the relevance of SBT for developing practical skills and patient safety. The interest in ultrasound simulator use showed variability across specialties (p < 0.001). While ultrasound pathology training was highly valued, doubts about simulators replacing hands-on patient experience persisted.
CONCLUSIONS: Our study highlights the necessity for enhanced integration of SBT within medical curricula. It highlights the significance of adaptive teaching methodologies and singles out ultrasound simulator training as essential for practical skill development. Future research should concentrate on creating comprehensive customized teaching strategies to elevate the quality of patient care.