Reflecting realities: gauging the pulse of simulator-based training in medical minds-resonance of simulator-based ultrasound training in medical education

Abstract

Background Simulator-based training (SBT) transforms medical education from traditional methods to technol‑ ogy-driven simulations for safer, complex scenario learning. This study examines perceptions, benefts, drawbacks, and challenges of such training, focusing on ultrasound simulations among medical students and physicians. Methods The study surveyed 343 participants: 154 third-year medical students, 97 practical-year students, and 92 physicians across various specialties. A digital questionnaire was used to analyze their views on SBT, featuring mainand sub-items evaluated through a Likert scale and dichotomous questions. Results Widespread exposure to SBT was evident, notably in ultrasound simulator usage, where over 60% of all respondent groups reported prior experience. Signifcant disparities in acceptance and assessment between students and physicians were noted, particularly highlighting inconsistent integration into mandatory education and a marked defcit in physicians’ training (p<0.001). All groups acknowledged the relevance of SBT for developing practical skills and patient safety. The interest in ultrasound simulator use showed variability across specialties (p<0.001). While ultrasound pathology training was highly valued, doubts about simulators replacing hands-on patient experience persisted. Conclusions Our study highlights the necessity for enhanced integration of SBT within medical curricula. It high‑ lights the signifcance of adaptive teaching methodologies and singles out ultrasound simulator training as essential for practical skill development. Future research should concentrate on creating comprehensive customized teaching strategies to elevate the quality of patient care.