Mastery-Oriented Simulation-Based Procedural Skills Training for Internal Medicine Junior Doctors: A Mixed-Methods Evaluation

Background: Variability in procedural exposure among internal medicine junior doctors may result in inconsistent preparedness for essential bedside procedures. Simulation-based education grounded in mastery learning has been proposed to standardise skill acquisition, but less is known about how such training is integrated into clinical practice. Methods: We conducted a theory-informed mixed-methods evaluation of a mastery-oriented procedural simulation workshop. The quantitative component used pre–post assessments, including a multiple-choice knowledge test and self-reported measures of perceived knowledge, skill, and confidence using a 5-point Likert scale. Participants were required to achieve predefined competency benchmarks based on ACGME-aligned procedural checklists. The qualitative component, conducted two years later, involved semi-structured interviews exploring how participants integrated workshop learning into clinical practice. Results: Thirty-eight participants completed paired pre–post assessments. Knowledge scores and self-reported perceived knowledge, skill, and confidence improved significantly across all procedures (p < 0.01), with large effect sizes. Ten participants participated in follow-up interviews. Thematic analysis identified four themes: (1) standardization of procedural practice, (2) activation of prior knowledge, (3) hands-on experience and skill development, and (4) relevance to clinical practice. Conclusions: A mastery-oriented simulation workshop was associated with improvements in knowledge and perceived procedural readiness. Structured simulation may influence how junior doctors approach procedural learning in clinical practice.