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Effectiveness of Simulation-Based Training Versus Traditional Lecturing for Outbreak Investigation Among Medical Students: A Randomized Controlled Trial.

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Title: Effectiveness of Simulation-Based Training Versus Traditional Lecturing for Outbreak Investigation Among Medical Students: A Randomized Controlled Trial.
Authors: Joiya, Rana Sajawal1 (AUTHOR), Mansoor, Eisha1 (AUTHOR), Amjad, Muteeah1 (AUTHOR), Mazhar, Minahil1 (AUTHOR), Ahsan, Muhammad Umar2 (AUTHOR), Burki, Sher Afgan Ali Khan1 (AUTHOR), Javed, Daniyal1 (AUTHOR), Fatima, Rabail1 (AUTHOR), Sajid, Muskan1 (AUTHOR), Zia, Muhammad Robas1 (AUTHOR), Asad, Nouman1 (AUTHOR), Saeed, Muhammad2 (AUTHOR), Ahmed, Somaiya3 (AUTHOR) somaiyaahmed1996@gmail.com
Source: Journal of Medical Education & Curricular Development. 9/7/2026, Vol. 13, p1-7. 7p.
Subject Terms: *Simulation methods in education, *Lectures & lecturing, *Randomized controlled trials, *Epidemiology, *Outcome-based education, *Cholera, *Cognitive ability, *Medical education
Abstract: Introduction: Training in outbreak investigation is essential for public health readiness. This study examines how simulation-based training improves medical students' outbreak investigation skills compared to conventional lecture techniques. Methods: We conducted a Randomized Controlled Trial (RCT) at Combined Military Hospital (CMH) Lahore Medical College over an eleven-month period. Participants were recruited from 4th-year MBBS students without any prior outbreak investigation training. Participants were randomized to control (lecture) (n = 45) and intervention (simulation) (n = 42) groups. Simulation-based training involving a Cholera outbreak scenario was compared to traditional lecture-based teaching. Pre and post-intervention assessments were used to measure knowledge, skills, and attitudes. Statistical analyses included t-tests and descriptive statistics. Results: Simulation-based training resulted in a significantly greater improvement in knowledge and skills compared to the control group (p < 0.001). No statistically significant improvement in attitudes was observed (p = 0.068 within simulation group; p = 0.866 between groups). Discussion: Simulation-based training was associated with greater improvement in knowledge and skills than traditional lecture-based teaching, while no significant difference was observed in attitudes. Although both groups showed increases in scores, simulation-based training was associated with greater improvement in knowledge and skills related to outbreak investigation. The outcomes specify that in order to achieve complex learning requirements, medical education needs a variety of scholastic approaches. Conclusion: Simulation-based training was associated with greater improvement in knowledge and skills compared to traditional teaching. To augment educational outcomes and qualify aspiring healthcare professionals for real-world challenges, preceptors should think about incorporating simulation-based training into their curriculum. [ABSTRACT FROM AUTHOR]
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  Data: Effectiveness of Simulation-Based Training Versus Traditional Lecturing for Outbreak Investigation Among Medical Students: A Randomized Controlled Trial.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Training in outbreak investigation is essential for public health readiness. This study examines how simulation-based training improves medical students&#39; outbreak investigation skills compared to conventional lecture techniques. Methods: We conducted a Randomized Controlled Trial (RCT) at Combined Military Hospital (CMH) Lahore Medical College over an eleven-month period. Participants were recruited from 4th-year MBBS students without any prior outbreak investigation training. Participants were randomized to control (lecture) (n = 45) and intervention (simulation) (n = 42) groups. Simulation-based training involving a Cholera outbreak scenario was compared to traditional lecture-based teaching. Pre and post-intervention assessments were used to measure knowledge, skills, and attitudes. Statistical analyses included t-tests and descriptive statistics. Results: Simulation-based training resulted in a significantly greater improvement in knowledge and skills compared to the control group (p &lt; 0.001). No statistically significant improvement in attitudes was observed (p = 0.068 within simulation group; p = 0.866 between groups). Discussion: Simulation-based training was associated with greater improvement in knowledge and skills than traditional lecture-based teaching, while no significant difference was observed in attitudes. Although both groups showed increases in scores, simulation-based training was associated with greater improvement in knowledge and skills related to outbreak investigation. The outcomes specify that in order to achieve complex learning requirements, medical education needs a variety of scholastic approaches. Conclusion: Simulation-based training was associated with greater improvement in knowledge and skills compared to traditional teaching. To augment educational outcomes and qualify aspiring healthcare professionals for real-world challenges, preceptors should think about incorporating simulation-based training into their curriculum. [ABSTRACT FROM AUTHOR]
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      – Type: doi
        Value: 10.1177/23821205261479941
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 7
        StartPage: 1
    Subjects:
      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: Lectures & lecturing
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Epidemiology
        Type: general
      – SubjectFull: Outcome-based education
        Type: general
      – SubjectFull: Cholera
        Type: general
      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Medical education
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      – TitleFull: Effectiveness of Simulation-Based Training Versus Traditional Lecturing for Outbreak Investigation Among Medical Students: A Randomized Controlled Trial.
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              Text: 9/7/2026
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