Comparative Assessment of Medical Students’ Performance in Pediatrics Teaching Through Simulation-Based Learning: A Dual-Institutional OSCE Evaluation
Keywords:
simulation-based learning, pediatrics education, OSCE, medical students, clinical competency, Central AsiaAbstract
Objective: This study aimed to comparatively assess the clinical performance of medical students taught pediatrics through simulation-based learning (SBL) at the Central Asian Medical University (CAMU) versus students from Andijan State Medical Institute (ASMI) who received predominantly traditional instruction. Methods: A quasi-experimental comparative study was conducted involving 138 fourth-year medical students (72 from CAMU, 66 from ASMI) during the 2024–2025 academic year. All participants were mentally and physically healthy. Performance was measured using two successive Objective Structured Clinical Examination (OSCE) rounds encompassing history taking, physical examination, clinical reasoning, communication skills, and procedural skills. Data were analyzed using independent samples t-test, Mann–Whitney U test, and effect size calculations (Cohen’s d). Results: CAMU students demonstrated 18.2% higher overall performance across both OSCE examinations compared with ASMI students (76.7±5.3 vs. 64.9±6.8; p<0.001; Cohen’s d=1.94). Statistically significant differences favoring the CAMU cohort were observed across all five clinical competency domains (p<0.01). The largest effect sizes were found in communication skills (d=2.05) and history taking (d=1.89). Conclusion: Integration of simulation-based learning into the pediatric curriculum at CAMU was associated with substantially higher OSCE performance compared with traditional pedagogical methods. These findings advocate for the broader adoption of SBL methodologies in undergraduate medical education across Central Asian institutions.
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