Simulation-based learning in endocrinology postdoctoral training: Application and effectiveness analysis

BACKGROUND: To investigate the application and effectiveness of simulation-based learning (SBL) in the training of postdoctoral fellows in endocrinology. MATERIALS AND METHODS: This study involved postdoctoral fellows recruited into the Department of Endocrinology between 2019 and 2023. The research group ( n = 20) underwent SBL-based training, while the control group ( n = 21) received standardized training. The SBL training included preparation, case presentation, multi-role simulation, group discussion, reporting, and feedback, conducted every 2–3 weeks. The effectiveness of the SBL training was evaluated through post-class questionnaires and theoretical assessment scores. RESULTS: The SBL activities covered seven major themes and 27 topics within endocrinology and interdisciplinary areas. Over half (57%) of the fellows aimed to improve their diagnostic and treatment skills, 28% valued enhancing their interdisciplinary consultation abilities, and 15% emphasized strengthening team communication. Fellows found that the most beneficial themes were adverse drug reactions (57%), implementation of new clinical technologies (15%), emerging endocrine disorders (14%), major complications in common endocrine diseases (7%), and case studies of medical malpractice (7%). The main driving forces for fellows to participate were to enhance their diagnostic and treatment skills in endocrinology and on-call consultation abilities. In the annual theoretical examinations, the mean score of the research group was higher when compared to the control group (73.9 ± 13.4 points vs. 62.9 ± 13.3 points, P = 0.0265). CONCLUSION: The frequent engagement in SBL sessions allowed fellows to consistently apply and refine their skills in a controlled environment, leading to significant improvements in their theoretical examination scores when compared to the control group. Furthermore, the interactive nature of these simulations fostered greater enthusiasm and motivation for learning among the fellows. Feedback from post-class questionnaires highlighted the importance of interdisciplinary learning and the value of diverse case sources, particularly those involving adverse drug reactions and the implementation of new clinical technologies. These findings underscore the potential of SBL methodologies to cultivate advanced medical proficiency and interdisciplinary collaboration, essential for addressing the complexities of modern endocrine disorders.