2026 FSA Podium and Poster Abstracts

Background: Medical students often have limited exposure to specialty specific instruction and hands-on procedural training prior to their clinical years. Simulation experiences that allow students to practice complex techniques may help bridge knowledge and competency gaps between medical school and residency. However, data evaluating its educational impact remain limited. The objective of this study was to evaluate the impact of a simulation event on medical students’ satisfaction, self-confidence, and perceptions of learning anesthesiology techniques.

Methods: The simulation involved three stations: intubation, ultrasound guided epidural placement, and ultrasound guided intravenous access. A widely used and validated 13-item Student Satisfaction and Self-Confidence survey was distributed after the session. Participants rated statements on a 5-point Likert scale, ranging from disagreement to agreement. Secondary outcomes included post-simulation interest in anesthesiology and qualitative feedback. Descriptive statistics and a one-sample Wilcoxon signed-rank test were used for statistical analysis.

Results: Thirty-nine students participated in simulation activities, with twenty-three students completing the post-session survey. Participants reported high satisfaction with the simulation, with mean item scores ranging from 3.78 to 4.71 on a 5-point Likert scale, and most teaching-related items scoring above 4.4, indicating strong agreement with the effectiveness of the instructional methods. Student perceptions of the simulation were significantly greater than neutral on a 5-point Likert scale (median 4.23), as demonstrated by a one-sample Wilcoxon signed-rank test (W = 0, p < 0.001), indicating high satisfaction and self-confidence in learning. The highest-rated items reflected students’ enjoyment of the teaching style, the usefulness of the materials, and the alignment of instruction with their learning preferences. Nearly all participants reported increased or reinforced interest in anesthesiology following the simulation. Qualitative feedback highlighted the value of hands-on exposure and early procedural experience.

Conclusions: Early exposure to anesthesiology through a structured simulation was associated with improved learner perceptions and self-confidence in performing procedural skills. Beyond skill development, the session also increased student interest in anesthesiology as a potential career pathway, suggesting that simulation may serve as both an effective educational tool and a recruitment strategy. Integrating structured, hands-on anesthesiology experiences into the preclinical curriculum may improve procedural readiness, encourage early specialty exploration, and promote longitudinal engagement. Future studies with larger sample sizes and pre-/post-intervention comparisons are needed to assess objective skill acquisition. The long-term impact of preclinical exposure to anesthesiology should also be examined.