Abstract
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.