SIMBA: online simulation for teaching medical cases to preclinical students - a pilot study
Swaminathan, Aditya Zhou, Dengyi Allison, Isabel Ogiliev, Tamzin Rezai, Fatema Morgan, Georgia Sheikh, Haaziq Abdelhameed, Farah Kaur, Harjeet Yip, Alice
Swaminathan, Aditya
Zhou, Dengyi
Allison, Isabel
Ogiliev, Tamzin
Rezai, Fatema
Morgan, Georgia
Sheikh, Haaziq
Abdelhameed, Farah
Kaur, Harjeet
Yip, Alice
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Affiliation
University of Birmingham; London North West University Healthcare NHS Trust; University of Plymouth; Princess of Wales Hospital; University of Warwick; Walsall Healthcare NHS Trust; Clinic NeoLab; University of Leicester; Birmingham College of Medical and Dental Sciences; University Hospitals Birmingham NHS Foundation Trust
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Publication date
2025-06
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Collections
Research Projects
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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.
Citation
Swaminathan A, Zhou D, Allison I, Ogiliev T, Rezai F, Morgan G, Sheikh H, Abdelhameed F, Kaur H, Yip A, Cooper C, Davitadze M, Melson E, Foster PA, Dhir V; SIMBA and CoMICs team; Kempegowda P. SIMBA: Online Simulation for Teaching Medical Cases to Preclinical Students-A Pilot Study. Clin Teach. 2025 Jun;22(3):e70070. doi: 10.1111/tct.70070. PMID: 40097264; PMCID: PMC11913597.
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Article