Curricular insertion of clinical simulation in Medical Microbiology: design and implementation.

Authors

  • Lourdes Lledó Departamento de Biomedicina y Biotecnología, Facultad de Medicina y Ciencias de la Salud, Universidad de Alcalá https://orcid.org/0000-0001-5387-6792
  • Felipe Pérez-García Facultad de Medicina y Ciencias de la Salud, Universidad de Alcalá, España
  • Adriana Carolina Rojas Facultad de Medicina y Ciencias de la Salud, Universidad de Alcalá, España https://orcid.org/0009-0007-7134-693X
  • Ramón Pérez-Tanoira Facultad de Medicina y Ciencias de la Salud, Universidad de Alcalá, España
  • Juan Cuadros-González Facultad de Medicina y Ciencias de la Salud, Universidad de Alcalá, España
DOI: https://doi.org/10.6018/edumed.722901
Keywords: Clinical simulation, Medical Microbiology, Simulated clinical interviews, Medical education, Clinical competences, Medical degree

Abstract

Introduction: Clinical simulation has become a key resource in medical education, but its systematic integration into basic subjects such as Medical Microbiology remains limited in the Spanish context, which makes it difficult for students to connect microbiological content with clinical reasoning and the reasoned ordering of microbiological tests. Aim: Analyze the academic results and the perceived usefulness of the clinical simulation practices carried out in this subject. Methods: A descriptive observational study was carried out of the grades obtained in the part of the course linked to simulation-based practice sessions using clinical interviews on infectious syndromes in a third-year Medical Microbiology course (academic years 2012-2013 to 2025-2026). The practice sessions were structured around simulated clinical interviews on common infectious syndromes and were assessed using three successive formats (short-answer questions in a practical workbook, an at-home online test and an in-person online test), applying descriptive statistics and repeated-measures ANOVA. Open-ended student comments on the perceived educational value of the experience were also reviewed. Results: Mean scores ranged from 7.54 to 9.67 out of 10, with high medians and low to moderate standard deviations. The ANOVA showed significant differences between formats (F = 466.92; p < 0.001), with higher scores in the at-home online test and subsequent stability in the in-person online test. These findings suggest that academic results should be interpreted cautiously, since part of the observed variation may be explained by the assessment format rather than by the instructional intervention alone. Students rated the practice sessions very positively, highlighting their usefulness for understanding the clinical relevance of Microbiology, organizing their study around infectious syndromes and preparing for OSCEs and clinical rotations. Conclusions: The simulation of clinical interviews in Medical Microbiology is a sustainable teaching innovation, associated with high and consistent academic results, and a training utility clearly perceived by students, which promotes the basic-clinical integration in the degree in Medicine and offers a model that can be transferred to other faculties of different educational systems interested in incorporating simulation in basic subjects.

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Published
13-07-2026
How to Cite
Lledó, L., Pérez-García, F., Rojas, A. . C., Pérez-Tanoira, R., & Cuadros-González, J. (2026). Curricular insertion of clinical simulation in Medical Microbiology: design and implementation. Spanish Journal of Medical Education, 7(5). https://doi.org/10.6018/edumed.722901
Issue
Vol. 7 No. 5 (2026): Spanish Journal of Medical Education
Section
Artículos

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