Can medical students achieve skills proficiency through simulation training?

Abstract 

Background

The purpose of this study was to determine whether third-year medical students can become proficient in open technical skills through simulation laboratory training.

Methods

A total of 204 students participated in a structured curriculum including bladder catheterization, breast examination, and knot-tying. Proficiency was documented using global rating scales and validated, objective, model-based metrics.

Results

For catheterization and breast examination, all trainees showed proficiency, and self-rated comfort increased in more than 90%. For knot-tying, 83% completed the curriculum; 57% and 44% of trainees showed proficiency for 2- and 1-handed tasks, respectively. Objective performance scores improved significantly for 2- and 1-handed knot-tying (62.9–94.4 and 49.2–89.6, respectively; P < .001) and comfort rating also increased (28%–91% and 19%–80%, respectively; P < .001).

Conclusions

Objective scores and trainee self-ratings suggest that this structured curriculum using simulator training allows junior medical students to achieve proficiency in basic surgical skills.

Keywords: Proficiency, Technical skills, Simulation, Surgical education