Impact of Simulation-Based Teaching on Knowledge Acquisition in Anesthesiology Residents During Wartime

This study is a randomized, prospective, pilot educational trial designed to compare the effectiveness of simulation-based lectures versus online lectures on knowledge acquisition, knowledge retention, and learner satisfaction among first-year residents in the specialty of Anesthesiology and Intensive Care.

The study was conducted at the P.L. Shupyk National Healthcare University of Ukraine during an active wartime period, which imposed significant limitations on traditional clinical training and access to in-person educational resources. The intervention was implemented as part of the standard first-year residency curriculum.

Participants were first-year anesthesiology residents enrolled in a 3-month educational program consisting of 540 total training hours. Residents were randomly assigned in a 1:1 ratio to one of two educational modalities:

• simulation-based lectures or
• online lectures. Randomization was performed using a computer-generated block randomization sequence with variable block sizes. Participation in the study was voluntary, and residents who declined participation were excluded from the analysis.

Both groups received lectures covering identical educational components and learning objectives. The simulation-based lecture group participated in interactive sessions using high-fidelity simulation scenarios designed to replicate real-life anesthesiology and intensive care situations. Each simulation session included scenario execution, structured debriefing, and a subsequent theoretical discussion aligned with current clinical guidelines. The online lecture group received the same educational content delivered via a web-based video conferencing platform, including case-based discussions and interactive question-and-answer segments.

Educational effectiveness was evaluated using a modified Kirkpatrick model (Levels 1 and 2). Knowledge acquisition and retention were assessed using a standardized multiple-choice test administered before the intervention and one month after completion of the lectures. Additional assessment included a summative final examination conducted at the end of the 3-month curriculum. Learner satisfaction and perceived usefulness of the educational format were evaluated using a structured questionnaire with Likert-scale and open-ended items.

This study did not involve therapeutic, diagnostic, or preventive medical interventions and did not affect patient care. All study procedures were limited to educational activities and assessments. Ethical approval was obtained from the appropriate institutional ethics committee, and written informed consent was obtained from all participants prior to enrollment.

Inclusion criteria

• First-year residents enrolled in the specialty of Anesthesiology and Intensive Care
• Enrollment in the first year of residency training at the Department of Anesthesiology and Intensive Care, P.L. Shupyk National Healthcare University of Ukraine
• Participation in the standard first-year residency curriculum during the study period
• Ability and willingness to provide written informed consent to participate in the study

Exclusion criteria

• Refusal to participate in the study
• Failure to complete the full training program (e.g., due to early termination of training, relocation abroad, or academic leave)
• Withdrawal from the study before completion of outcome assessments