Embodying the “Patient” Role: How Immersive Simulation Enhances Surgical Positioning Skill Acquisition

According to importance in correct surgical positioning on surgical outcomes by surgical team members, this study was done to evaluate the effects of simulation-based learning (SBL) on surgical technologist students’ knowledge and clinical skill in surgical positioning. This non-randomized quasi-experimental study utilized a one-group pretest-post test design. The participants were 32 surgical technology students who had enrolled in a course on scrub principles. Surgical positions were taught using both lecture and SBL methods. To compare the educational outcomes of the two teaching methods, students' knowledge and clinical skills were assessed before and after the course using multiple choice questions and a researcher-developed checklist. Thirty-eight second-semester surgical technologist students with a grade point average of 15.74±1.96 participated in this study. Mean score of knowledge(pre and post test) was (4.79±1.58 to 8.21±1.63, P=0.021). Mean score of clinical skill (pre and post test) was (0 to 8.13±1.73, P=0.030). The results showed that the mean knowledge and clinical skill scores after teaching by SBL were improved. SBL promotes students' clinical skill in correct surgical positioning, so this method of teaching recommends clinical instructors in operating room field to achieve optimal learning outcomes.