A possible solution would be better simulations so that a student can learn by doing. I think it is a very different than working on a cadaver or simulated patient using conventional methods.
You obviously aren't familiar with surgical departments or you wouldn't have missed practice surgeries on live animals.
For instance: a typical cardiac surgeon, shortly before EACH operation on a human patient, does a practice operation of the same procedure on a live dog.
One pediatric cardiac surgeon was much beloved by his patents and their families, because (with parental permission) he would let the kid adopt the practice dog, rather than sending it to be destroyed. The kid would wake up from surgery with the new puppy beside him, with the same bandages, etc. (and a day or so farther along in recovery). The dog having been through the same procedure and having helped save the kid's life even before they met made for very strong owner/pet bonds. (There's always a live, healthy, practice dog. If the dog dies (or is severely damaged) the assumption is that the procedure failed. You DON'T do a procedure on a human if it just killed a dog. You analyze, adjust the procedure, and repeat until success.)
Getting skills up does NOT require, or usually involve, a lot of practice on JUST advanced simulations, cadavers or, live patients. The live patients are just the last step, when the skills are already finely honed, and the animal models provide immediate feedback, real situations, and automatically correct modelling of mammalian life processes.