Abstract
BACKGROUND: Medical education employs diverse teaching strategies, including blending lecture-based learning, small-group teaching (SGT) and, increasingly, simulation-based learning. Nonetheless, limitations in clinical application and participation persist. Simulation via Instant Messaging for Bedside Application (SIMBA) complements these methods by simulating real-world clinical scenarios. This pilot study compares SIMBA's effectiveness with SGT in endocrine topics for medical and pharmacy students. METHODS: The SIMBA for students model was developed using Kern's six-step framework. SIMBA sessions, facilitated by trained moderators and senior experts, simulated outpatient consultations via WhatsApp. The study included SIMBA and SGT sessions from October 2020 to March 2022. Teaching effectiveness was assessed through postsession surveys and multiple-choice questions (MCQs). The study compared the MCQ scores and student satisfaction of SIMBA, SGT and combined SIMBA + SGT cohorts. RESULTS: One hundred thirty (103 medical and 27 pharmacy) students participated in 14 SIMBA sessions, and 150 students responded to the post-SGT survey, with 38 attending both. Median MCQ scores were higher post-SIMBA (75.0%) compared with post-SGT (60.0%) (p < 0.0001). No significant difference was observed between SIMBA and SIMBA + SGT scores or SGT and SIMBA + SGT scores. SIMBA sessions were perceived as enjoyable (89.2%), intelligible (90.8%), engaging (81.5%), promoted new knowledge (90.0%) and enhanced comprehension (93.9%). 83.1% of students desired SIMBA to complement SGT. CONCLUSIONS: SIMBA demonstrated superior knowledge gain and student satisfaction compared to SGT. Its familiar technology and interactive format suit modern learning, offering a standardised and equitable experience. Integrating SIMBA into the curriculum could help overcome teaching limitations and better prepare students for clinical practice.