Real patients in simulation context vs. bedside teaching in undergraduate nephrology course: a comparative study on academic achievement

Abstract

Author(s): Omer Elfaki, Gamal Khairy, Mohammed Salah Alfahal, Mohammed Elmuttalut and Mohammed Elfaki

Background: Clinical education in medical and healthcare programs is fundamental to preparing future healthcare professionals. This study investigates the effectiveness of two distinct clinical training modalities in an undergraduate nephrology course: the use of real patients in a simulation context and traditional bedside teaching in a public hospital. The objective is to compare the impact of these approaches on academic achievement.

Methods: The study enrolled two separate student cohorts. The 2021 cohort received their clinical training in a simulation center within the medical school, with real patients participating after obtaining informed consent. The 2022 cohort underwent traditional bedside teaching in a public hospital. Both groups followed the same teaching and learning methods. Academic grades are analyzed and compared statistically.

Results: Results revealed that the 2022 cohort, trained in the hospital setting, outperformed the 2021 cohort in terms of academic achievement. The 2021 cohort achieved a mean score of 76.5, with a range of 63 to 92, while the 2022 cohort achieved a higher mean score of 82.4, ranging from 66 to 95. Statistical analysis using the Mann-Whitney test demonstrated a statistically significant difference between the two groups ( <0.001).

Conclusion: This study highlights the advantages of hospital-based training, emphasizing the importance of real patient exposure and authentic clinical experiences in enhancing academic achievement. While simulation-based training remains valuable for skill development, hospital-based training provides a more comprehensive and authentic learning environment.

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