ORIGINAL RESEARCH article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1652105
This article is part of the Research TopicEducation in Obstetrics and Gynecology: 2025View all articles
Learning Effectiveness of Simulation Based Teaching in Gynaecology and Obstetrics Among Medical Students: A Mixed-Methods Study
Provisionally accepted
- 1National University of Medical Sciences, Rawalpindi, Pakistan
- 2Khyber Medical University, Peshawar, Pakistan
- 3University of York, York, United Kingdom
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Introduction: Simulation-Based Teaching (SBT) has emerged as an educational strategy to enhance clinical competence among medical students, particularly in Gynaecology and Obstetrics. Objective: This study assessed the effectiveness of learning SBT and explored the enablers and challenges associated with implementing SBT in Gynaecology and Obstetrics. Methods: Using a sequential explanatory mixed methods approach a study was conducted in Skills Lab at Pakistan Emirates Military Hospital (PEMH), Rawalpindi during May-Sep 2024. A pre/post design study was conducted on final-year medical students using a validated questionnaire Simulation Learning Effectiveness Inventory (SLEI-SCM). The qualitative component explored students' and faculty perception of SBT through In-depth interviews. The quantitative data was analyzed using SPSS (V.25) while the qualitative data was conducted through Braun and Clarke Thematic framework. Results: A total of 190 participants participated in the quantitative study. The pre-training mean score of the participants 89.4 significantly improved to 139.5 post-training (Mean Difference = 50.1). Post-intervention results revealed significant improvements (p<0.001) in learning effectiveness such as workshop content and resource availability. The in-depth interviews conducted with 23 participants, students and facilitators, revealed several key themes. Conclusion: SBT significantly enhanced undergraduate learning outcomes in Gynecology and Obstetrics, in workshop content, resource availability, and clinical confidence.
Keywords: Learning, effectiveness, simulation, Gynaecology, Obstetrics, Medical students
Received: 23 Jun 2025; Accepted: 11 Aug 2025.
Copyright: © 2025 Mohsin, Jamil, Khan, Virk and Ahmad. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Shamaila Mohsin, National University of Medical Sciences, Rawalpindi, Pakistan
Abdul Momin Rizwan Ahmad, University of York, York, United Kingdom
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