Surgical Simulation Training for Medical Students: Strategies and Implications in Botswana

Abstract Background The role of simulation in teaching technical skills to medical students is not yet well defined. Strategies for its use may be especially relevant where teachers, time, and resources are limited, especially in low‐middle‐income countries. Methods Sixty‐seven third‐year and 67 fifth‐year medical students at the University of Botswana were taught surgical skills by a trained peer medical student, a medical officer with no specialty training or a staff surgeon. Pre‐ and post‐intervention performance of two basic tasks (simple interrupted suture (SIS) and laparoscopic peg transfer (LPT)) and one complex task (laparoscopic intracorporeal suture (LIS)) were assessed. Subjective measures of self‐perceived performance, preparedness for internship, and interest in surgery were also measured. Results The simulation program decreased the time to complete the two basic tasks and improved the objective score for the complex task. Performance of the basic skills improved regardless of the seniority of the instructor while performance of the advanced skill improved more when taught by a staff surgeon. All students had similar improvements in their self‐reported confidence to perform the skills, preparedness to assist in an operation and preparedness for internship, regardless of the seniority of their instructor. Students taught by a staff surgeon felt better prepared to assist in laparoscopic procedures. Conclusion Simulation‐based teaching of defined surgical skills can be effectively conducted by peers and near‐peers. The implications are widespread and may be most relevant where time and resources are limited, and where experienced teachers are scarce.