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High-fidelity animal model simulation improves surgical competence in medical students
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DOI：10.1186/s12909-026-10107-y.png)
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Abstract
En 中文
To determine whether a formal suturing simulation course using a realistic animal model improves medical students’ perception of their technical competence and their later self-confidence in a competency-based model of surgical education. The opportunities to acquire hands-on training in surgery are still very limited in medical school. Simulation-based learning allows medical students to practise basic technical skills in a controlled environment. However, the actual impact of basic surgical skill training using realistic models in early skill development is unclear. In this prospective observational study, 110 medical students participated in a standardised 120-minute animal-model suturing workshop. Self-perceived competence and self-confidence were assessed before and after the course by using a 10-item Likert-scale questionnaire, with responses ranging from 1 (very dissatisfied) to 10 (very satisfied). The primary outcome measure was the change in self-perceived competence in basic suturing techniques. Significant improvement was noted in all examined tasks (p < 0.01) after completion of just one structured suturing skills training. The mean confidence levels showed improvement from 3.6±1.0 to 6.5±0,8 resulting in a relative total improvement of 28.8%. The improvement in surgical knot tying went from a mean of 3.90 to 7.02 (+ 80%), in interrupted sutures from 4.94 to 7.50 (+ 51.8%), in back stitch techniques like Donati and Allgoewer from 3.43 to 6.3 (83.7%), in simple running suturing techniques from 2.64 to 6.06 (129.5%) and in intracutaneous running suturing from 2.39 to 5.33 (+ 123%). Notably, a high proportion of participants were female (72.7%, n = 80), reflecting the current trend in medical education. A systematically structured simulation course based on a high-fidelity animal model showed significant effects on students’ self-assessed competence in basic surgical skills after only one session of 120 min of training. Such an educational intervention might prove useful in the preparation of medical students for early clinical experience within a competency-based education model and should be implemented for optimal and lasting development of basic surgical skills. The impact of repeated early course participation and comparison to non-trained young doctors needs to be evaluated in the future.
Keywords:
Medical education
Surgical skills
Teaching
Simulation
Training
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