RESUMEN
Movie-based simulation training may be useful in delivering the preclinical observed OSPE curriculum, minimising the need of subjects/patients; however, a double-control trial needs to be performed and optimal timing and duration of training is yet to be defined. Likewise, genderbased response and students' feedback has to be assessed. The objective of this study was to compare the movie-based and traditional verbal demonstration teaching methodologies. Secondyear medical undergraduates [n=90] of Avicenna Medical College were randomised to movie-based simulation training [group B, n=30], traditional verbal training alone [group C, n=30], and a combination [group A, n=30]. The scores were marked by observers using a standardised key and were compared for performance at 2 observed OSPE stations. Group B and A performed significantly better than group C on station 1 and 2. Gender factor did not seem to influence the score. A total of 99% students reported that combination of the 2 teaching modes is the best option. They believed it offers more clear understanding with interest [61%], long term memory [21%], use of both senses; seeing and hearing [10%] and better focus of attention [3%]. Even half an hour of movie-based simulation training with traditional instructor-based training may improve student performance significantly, and the students prefer a combination of the both