Simulation Based Teaching and Learning in Clinical Education


  • Abu Sadat Mohammad Nurunnabi Assistant Professor, Department of Anatomy, OSD, Directorate General of Health Services (DGHS), Dhaka, Bangladesh
  • Kaisar Haroon Associate Professor, Department of Clinical Neurosurgery, National Institute of Neurosciences & Hospital, Dhaka, Bangladesh
  • Taneem Mohammad Assistant Professor, Department of Anaesthesia, Analgesia, Palliative and Intensive Care Medicine, Dhaka Medical College Hospital, Dhaka, Bangladesh
  • Mohammad Mahbubul Hasan Classified Specialist, Department of Ophthalmology, Combined Military Hospital (CMH), Dhaka Cantonment, Dhaka, Bangladesh
  • Kaminee Kumar Tripura Assistant Professor, Department of Otorhinolaryngology, President Abdul Hamid Medical College & Hospital, Kishoreganj, Bangladesh
  • Shayesta Parvin Sadeque Assistant Professor, Department of Obstetrics & Gynaecology, Army Medical College Cumilla, Cumilla Cantonment, Cumilla, Bangladesh
  • Farhana Sultana Assistant Professor, Department of Radiology & Imaging, Shaheed Suhrawardy Medical College &Hospital, Dhaka, Bangladesh
  • Tania Taher Associate Professor, Department of Paediatrics, Holy Family Red Crescent Medical College & Hospital, Dhaka, Bangladesh



Simulation, clinical procedure communication skill, pedagogy, medical education


Medical education is undergoing significant changes each day in different corners of the world. Calls from different stakeholders for a change in the instructional methods have resulted in innovative medical curriculum. The new curriculum stresses the importance of proficiency in several clinical skills by medical students rather than mere acquisition of knowledge. Teaching and training using simulation technique is very powerful. It provides valuable opportunities to learn and practice the key competencies in medical education, such as communication, problem-solving, teamwork, and leadership as well as management skills such as physical examination, diagnostic and surgical procedures. Pedagogical innovations like simulation-based teaching needs to be brought to the forefront in clinical education in our country. Simulation programs may function well from a technical point of view, but they are often difficult to fit into a curriculum, especially in low-resource settings, where money and technical-know-how are the main limitations. Medical educators have been pushed inevitably to rely on such technology-based learning looking at the future of medical education. However, they should not only embrace it but also develop and evaluate its sustainability and application in preclinical and clinical settings. If well-designed, learning how to operate a simulation program generally requires little effort for them and their students. A short introduction by the teacher is often sufficient to enable the student to work with the program.  

Bang. J Neurosurgery 2023; 13(1): 24-28


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How to Cite

Abu Sadat Mohammad Nurunnabi, Kaisar Haroon, Taneem Mohammad, Mohammad Mahbubul Hasan, Kaminee Kumar Tripura, Shayesta Parvin Sadeque, Farhana Sultana, & Tania Taher. (2024). Simulation Based Teaching and Learning in Clinical Education. Bangladesh Journal of Neurosurgery, 13(1), 24–28.



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