Impact of Simulation-Based Teaching on Knowledge Acquisition in Anesthesiology Residents During Wartime

Overview

The goal of this study is to learn whether simulation-based lectures are more effective than online lectures in improving knowledge acquisition and retention among first-year anesthesiology residents. The study also examines residents' satisfaction with the different teaching formats. The main questions this study aims to answer are: Do simulation-based lectures improve residents' knowledge more than online lectures one month after training? Do residents who participate in simulation-based lectures report higher satisfaction and better understanding of the material compared to those attending online lectures? Researchers will compare simulation-based lectures with online lectures covering the same educational topics to determine which teaching method is more effective for anesthesiology training. Participants will: Be randomly assigned to receive either simulation-based lectures or online lectures Attend five lectures (one per educational component) over a 3-month training period Complete a knowledge test before the lectures and again one month after the training Complete a final examination at the end of the curriculum Fill out a questionnaire evaluating their satisfaction with the training format

This study is a randomized, prospective, pilot educational trial designed to compare the effectiveness of simulation-based lectures versus online lectures on knowledge acquisition, knowledge retention, and learner satisfaction among first-year residents in the specialty of Anesthesiology and Intensive Care. The study was conducted at the P.L. Shupyk National Healthcare University of Ukraine during an active wartime period, which imposed significant limitations on traditional clinical training and access to in-person educational resources. The intervention was implemented as part of the standard first-year residency curriculum. Participants were first-year anesthesiology residents enrolled in a 3-month educational program consisting of 540 total training hours. Residents were randomly assigned in a 1:1 ratio to one of two educational modalities: 1. simulation-based lectures or 2. online lectures. Randomization was performed using a computer-generated block randomization sequence with variable block sizes. Participation in the study was voluntary, and residents who declined participation were excluded from the analysis. Both groups received lectures covering identical educational components and learning objectives. The simulation-based lecture group participated in interactive sessions using high-fidelity simulation scenarios designed to replicate real-life anesthesiology and intensive care situations. Each simulation session included scenario execution, structured debriefing, and a subsequent theoretical discussion aligned with current clinical guidelines. The online lecture group received the same educational content delivered via a web-based video conferencing platform, including case-based discussions and interactive question-and-answer segments. Educational effectiveness was evaluated using a modified Kirkpatrick model (Levels 1 and 2). Knowledge acquisition and retention were assessed using a standardized multiple-choice test administered before the intervention and one month after completion of the lectures. Additional assessment included a summative final examination conducted at the end of the 3-month curriculum. Learner satisfaction and perceived usefulness of the educational format were evaluated using a structured questionnaire with Likert-scale and open-ended items. This study did not involve therapeutic, diagnostic, or preventive medical interventions and did not affect patient care. All study procedures were limited to educational activities and assessments. Ethical approval was obtained from the appropriate institutional ethics committee, and written informed consent was obtained from all participants prior to enrollment.