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<p>This study evaluates the implementation of project-based learning (PrBL) and simulation-based learning (SBL) within the undergraduate medical curriculum to support the development of research and academic writing skills. A total of 247 students participated: 179 in the PrBL component and 68 in the SBL component using the Anatomage table. The study aimed to examine whether these pedagogical approaches could enhance academic performance and promote originality in student work. Students engaged in PrBL demonstrated higher average academic performance scores (82.5) compared to those completing traditional literature review-based assignments (66.5). Similarly, the use of the Anatomage table in SBL activities resulted in higher academic scores (33.0) compared to paper-based case preparation (26.6), and was associated with lower similarity percentages, suggesting improved originality. These findings were observed in two separate semester cohorts and reflect cross-sectional group comparisons rather than longitudinal pre-post outcomes. While the results support the educational value of PrBL and SBL, the study’s design limits causal attribution. Differences in student cohorts, non-randomised group allocation, and potential novelty effects may have influenced performance outcomes. Nonetheless, the findings underscore the potential of research-oriented PrBL and advanced simulation technologies such as the Anatomage table to enhance learning outcomes when carefully integrated into medical training. Future studies employing randomised designs and longitudinal follow-up are warranted to confirm these effects and guide best practice implementation.</p>

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Application of project-based and simulation-based approaches in medical curriculum

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月24日

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  • E. Kldiashvili,
  • S. Al-Rustum,
  • M. Zarnadze,
  • D. Goderdzishvili,
  • M. Tvildiani,
  • A. Mamiseishvili

摘要

This study evaluates the implementation of project-based learning (PrBL) and simulation-based learning (SBL) within the undergraduate medical curriculum to support the development of research and academic writing skills. A total of 247 students participated: 179 in the PrBL component and 68 in the SBL component using the Anatomage table. The study aimed to examine whether these pedagogical approaches could enhance academic performance and promote originality in student work. Students engaged in PrBL demonstrated higher average academic performance scores (82.5) compared to those completing traditional literature review-based assignments (66.5). Similarly, the use of the Anatomage table in SBL activities resulted in higher academic scores (33.0) compared to paper-based case preparation (26.6), and was associated with lower similarity percentages, suggesting improved originality. These findings were observed in two separate semester cohorts and reflect cross-sectional group comparisons rather than longitudinal pre-post outcomes. While the results support the educational value of PrBL and SBL, the study’s design limits causal attribution. Differences in student cohorts, non-randomised group allocation, and potential novelty effects may have influenced performance outcomes. Nonetheless, the findings underscore the potential of research-oriented PrBL and advanced simulation technologies such as the Anatomage table to enhance learning outcomes when carefully integrated into medical training. Future studies employing randomised designs and longitudinal follow-up are warranted to confirm these effects and guide best practice implementation.