Comparing Simulation Based and Lecture Based Education on Knowledge Acquisition and Long Term Retention in Medical Students
Keywords:
Simulation-based education, Lecture-based education, Knowledge retention, medical studentsAbstract
This study aimed to compare the effectiveness of simulation-based versus lecture-based education in improving immediate knowledge acquisition and long-term retention among medical students. Forty second-year medical students were randomly assigned to two groups: Group A (simulation) and Group B (lecture). Both groups were taught the same four topics, and students completed a pre-test, post-test, and a delayed post-test five weeks later to assess immediate knowledge gain and retention. Both groups showed significant improvement from pre-test to post-test (p < 0.001), with no significant difference in immediate knowledge acquisition (p = 0.24). However, Group A demonstrated significantly better long-term retention (p = 0.02), particularly in topics like hyperkalemia and STEMI. While both educational methods were effective in the short term, simulation-based education led to superior long-term retention, especially for clinical decision-making topics. The results suggest that incorporating simulation into education may enhance students' preparedness for clinical practice. Further studies are recommended to refine the balance between these educational approaches.
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