Assessment of final year medical students' skills in acute coronary syndrome and critical patient management through simulation-based study

Assessment of Final Year Medical Students' Skills in Acute Coronary Syndrome and Critical Patient Management Through Simulation-Based Study Objective: This study aims to investigate the effects of a simulation-based training model on the knowledge and skills of final-year medical students in managing acute coronary syndrome and critical patients. Methods: In this study, 15 interns undergoing a 2-month emergency medicine internship were randomly selected to form control and study groups. The control group received only the routine theoretical and practical training available in the medical education curriculum. The study group, in addition to the control group's training, received simulation-based practical case scenario lessons prepared by us. At the end of the internship, both groups were subjected to an Objective Structured Clinical Examination (OSCE). Additionally, both groups took a multiple-choice exam to measure their pre-internship knowledge levels, an academic achievement self-efficacy scale, and mood questions prepared by us. Post-OSCE, the knowledge level questions, academic achievement self-efficacy scale questions, and mood questions were re-administered to the participants. To measure the contribution of the training to permanent learning, the same exam protocol was applied to the study group 3 months after the first OSCE. Results: The differences in total competencies among the participants in OSCE scenarios 1, 3, and 4 were statistically significant (p<0.05). While there was no significant difference between pre-test and post-test knowledge level questions in the control group, there was a statistically significant difference in the study group (p<0.05). There was no statistically significant difference in the responses to the academic achievement self-efficacy scale given as pre-test and post-test between the two groups (p>0.05). In the second OSCE administered to the study group 3 months later, the participants' competencies increased numerically compared to the first OSCE, but this difference was not statistically significant (p>0.05). Conclusion: The data obtained from this study showed that a simulation-based training model increased students' knowledge and skill levels and made them feel more confident and comfortable in managing critical patients. Furthermore, evaluating the OSCE results conducted 3 months after the first intervention in the study group, it was observed that the simulation-based training model had a significant impact on permanent learning. Keywords: Acute Coronary Syndrome, Critical Patient Management, Simulation-Based Training, Objective Structured Clinical Examination