Simulation Education (simed) Nepal Survey: Medical Student Perspectives On Simulation-based Surgical Education In Lmics

Simulation Education (simed) Nepal Survey: Medical Student Perspectives On Simulation-based Surgical Education In Lmics

Prapti Lakhey , Sulav Katuwal, Ashmita Khatri, Prarthana Subedi, Mahmoud Loubani, Bishow Bekhyat Karki
Nepal Medical College, Kathmandu, Nepal; Chitwan Medical College, Bharatpur, Nepal; KIST Medical College, Lalitpur, Nepal; National Academy of Medical Sciences, Kathmandu, Nepal; Hull University Hospitals, NHS Trust, Hull, United Kingdom; Leeds Teaching Hospitals, NHS Trust, Leeds, United Kingdom

Introduction: Simulation-Based Training (SBT) is increasingly crucial to surgical education, providing a safe and standardized setting for students to develop technical skills without compromising patient safety. However, in low- and middle-income countries (LMICs) like Nepal, access to SBT remains limited due to lack of resources and awareness.

Aims: This study aimed to explore the experiences, awareness, and preferences of medical students regarding SBT and the perceived need for its integration into undergraduate medical curriculum in Nepal.

Methodology: A cross-sectional survey was done among undergraduate students from various medical institutions in Nepal. Self-administered questionnaire was distributed online, covering demographics, perception of simulation education, self-rated confidence in surgical skills, and curriculum preferences. Data was analyzed using R.

Results: Among 102 respondents, majority being third-year students (58%), 48% had simulation exposure, with third-year students comprising 55% of those exposed. Students from resource rich province were less aware of simulation labs in their centers, unlike in resource poor one (p=0.005). Simulation exposure increased awareness and confidence in essential surgical skills, especially in knot tying, gloving, and peer teaching (p<0.001). However, this didn’t increase the preference for making simulation training mandatory, raising questions about the need for SBT awareness among medical students in LMICs. Preferred timing of introducing SBT varied significantly by academic year (p=0.02), reflecting that students preferred introduction of SBT in their current academic year.

Conclusion: SBT boosts confidence in core surgical skills, but gaps remain. Exposure to SBT increased awareness but didn’t result in increased support for its inclusion in the curriculum.

Keywords: Global Surgery, Simulation