Assessment of the Effectiveness of Simulation-Based Training in Surgical Education at Medical Universities in Ukraine: Analysis of Outcomes and Practical Skills

Abstract

Modern medical education is undergoing a transformation that involves the implementation of innovative approaches to enhance the professional training of surgeons. One of the most promising directions is simulation-based learning, which creates a controlled environment for practicing surgical skills without posing risks to patients. The purpose of the study is to investigate the effectiveness of introducing simulation training in Ukrainian medical universities, analyze its impact on the development of technical and cognitive skills of surgeons, identify the main barriers to access to simulation training, and develop recommendations for its further integration into medical education in Ukraine.

Methods. The study conducted a comprehensive analysis of the current state of simulation-based learning implementation in higher education institutions in Ukraine and its impact on the quality of surgical training. A comparative analysis of different approaches to integrating simulation-based learning was performed, along with an evaluation of its inclusion in the curricula of Ukrainian medical universities. To collect and systematize data, a thorough review of scientific publications available in leading bibliometric databases (Google Scholar, Web of Science, and Scopus) was conducted.

Results. It was found that simulation training has a positive effect on the formation of professional competencies of surgeons. It was proven that the use of simulation technologies improves motor skills, develops spatial coordination and reduces the level of complications during real operations. Significant improvement was also recorded in the cognitive aspects of training. In particular, doctors who underwent simulation training demonstrated a better ability to make quick decisions in complex clinical situations, such as massive bleeding or cardiac arrest. At the same time, it was found that access to simulation training in Ukraine remains limited. A significant part of Ukrainian medical universities use outdated simulation mannequins that do not provide the proper level of realism, and the latest technologies, such as virtual and augmented reality, are implemented only in individual institutions.

Conclusions. The study results confirm that simulation-based learning is an effective tool for improving the professional training of surgeons, reducing complication rates, and fostering the development of operative thinking skills. However, its implementation in Ukraine faces numerous challenges, including financial constraints, an insufficient number of training centers, and the absence of a unified national policy to support the development of this educational approach.