AB110. SOH26AB_0276. Integrating simulation-based teaching into undergraduate surgical education: student perceptions on confidence, satisfaction and educational impact
General Session II

AB110. SOH26AB_0276. Integrating simulation-based teaching into undergraduate surgical education: student perceptions on confidence, satisfaction and educational impact

Aimee Brennan1, Czara Kennedy1, Hilary Coyle2, Katherine Egan1, Philip McEntee1, Domhnall O’Connor1, John Cronin3, Waqas Butt1, Helen Heneghan1

1Department of Surgery, St. Vincent’s University Hospital, Dublin, Ireland; 2School of Medicine, University College Dublin, Dublin, Ireland; 3Department of Emergency Medicine, St. Vincent’s University Hospital, Dublin, Ireland

Background: Simulation-based teaching is increasingly recognized as an effective method for teaching clinical skills in medical education. However, its integration into undergraduate surgical education, particularly for teaching core competencies, remains underexplored. This study aims to evaluate whether structured simulation-based teaching improves undergraduate surgical students’ confidence, satisfaction, and perceived preparedness in core clinical competencies.

Methods: Undergraduate medical students undertaking their core surgical module participated in structured simulation-based teaching sessions, including a structured introduction and debrief. Pre- and post-intervention surveys assessed self-reported confidence in core competencies, including recognition of patient deterioration, initiation of investigations, formulation of differential diagnoses, first-line management, escalation to senior colleagues, and team communication. Post-session surveys additionally explored satisfaction with the teaching, perceived usefulness compared to lectures, preparedness for acute scenarios, and support for broader curricular integration. Qualitative feedback was collected to identify the most valuable aspects of the simulation sessions and areas for improvement.

Results: Post-intervention feedback demonstrated a significant improvement in students’ confidence across all assessed domains. Students reported increased confidence in clinical decision-making, procedural initiation, escalation and communication, alongside high satisfaction with the sessions. Participants perceived simulation as a valuable complement to traditional curricula. Qualitative responses highlighted the value of hands-on practice, realistic scenarios, and opportunities for team-based learning.

Conclusions: Structured simulation-based teaching enhances confidence and perceived readiness for acute patient management among undergraduate surgical students. These findings highlight the educational value of simulation-based teaching, supporting its integration as a core component of surgical education.

Keywords: Core competencies; curriculum; development; medical students; simulation

Acknowledgments

None.

Footnote

Funding: None.

Conflicts of Interest: The authors have no conflicts of interest to declare.

Ethical Statement: The authors are accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Open Access Statement: This is an Open Access article distributed in accordance with the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-ND 4.0), which permits the non-commercial replication and distribution of the article with the strict proviso that no changes or edits are made and the original work is properly cited (including links to both the formal publication through the relevant DOI and the license). See: https://creativecommons.org/licenses/by-nc-nd/4.0/.

doi: 10.21037/map-26-ab110
Cite this abstract as: Brennan A, Kennedy C, Coyle H, Egan K, McEntee P, O’Connor D, Cronin J, Butt W, Heneghan H. AB110. SOH26AB_0276. Integrating simulation-based teaching into undergraduate surgical education: student perceptions on confidence, satisfaction and educational impact. Mesentery Peritoneum 2026;10:AB110.

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