Satisfaction of medical students with simulation based learning

Abstract

Objectives:To evaluate medical students’ satisfaction with simulation based learning strategy (SBL).Methods:A cross-sectional survey was conducted between October and November 2013 at the College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. All third and fourth year medical students (n=185) both males and females were included. A self-developed questionnaire on the effect of SBL was used. Items included were related to knowledge, skill, environment, resources, and faculty. The questionnaire was validated by an expert reviewer, and the reliability was calculated for all the questionnaire items. Responses were measured on a 5 point Likert-type scale, and statistical analysis was carried out.Results:The response rate for this study was 62% (n=115). The alpha coefficient for all items was 0.73. Overall, respondents from both years’ students were satisfied with teaching strategy, use of mannequins, and learning environment. The challenges reported were lack of skill-laboratories facilities, students’ cooperation, allocated time for skill-laboratories, and knowledge of instructor. There was a small, but significant difference between the satisfaction scores among genders (p=0.001). Whereas no difference was identified between the participants’ scores on satisfaction with SBL and year of education (p=0.62).Conclusion:Although there were few challenges, most of the students were satisfied that SBL improved their knowledge retention, skills, and communication.

Self-Confidence and Satisfaction Among Nursing Students With the Use of High Fidelity Simulation at Arab American University, Palestine

“…This was demonstrated with the study result which shows that, out of the 13 questions in the survey, the average percent agreement was 77.5%. These results agree with several previous studies which reported that HFS improves students' level of self-confidence and satisfaction with their training (Agha, Alhamrani, & Khan, 2015;Omar,2015;&Kim, 2016).Furthermore, the item "My instructor did a good job of teaching the simulat ion " got the highest response (83.4%) of the questions that measure satisfaction; "I was taught the simu lation with the aid of 7 useful resources" got the highest response (83.0%) of the questions that measure self-confidence.…”

“…With simulation, learners are afforded the opportunity to synthesize cognitive, affective and psychomotor skills with various clinical scenarios in a safe and supportive environment (Fong, 2013;Agha, Alhamrani, & Khan, 2015). Through highfidelity simulation, students are also afforded the opportunity to apply the theoretical knowledge gained during lectures, to learn from errors without putting patients in danger, to learn from their peers, and to bridge the gaps between knowledge and practice (Lewis, 2012;Onello& Regan, 2013;Abelsson&Bisholt,2017).In addition, HFS helps acquire advanced skills, which can be improved and synthesized with interactive repeated scenarios (Decker et al, 2008).…”

Effect of a Medium Fidelity Simulation Based Training on Nurses' Knowledge, Performance and Clinical Judgment of Postpartum Hemorrhage Management

“…In contrast, the control group point out approximately same level of knowledge throughout the study period. In this context This finding is supported by Agha S. et al, (2015) (19) & Monod C. et al ,(2014) (20) they endorse the use of simulation training as a preferred educational technique, notably they elaborated that training based on patient simulators and real patients simulation, help students to promote cognitive knowledge, technical skills, critical thinking skills and reasoning decision making and confidence during simulation sessions for clinical practice, which provide conducive learning environment and improves communication and teamwork in emergency situations.…”

Mixing Pre-clinical and Clinical Medical Students in Full Patient Simulation: Impacts and Outcomes

“…The overwhelmingly positive response and request for further simulation by both pre-clinical and clinical students is consistent with previous findings (Agha, Alhamrani & Khan, 2015;Paskins & Peile, 2010;Gordon et al, 2001) and understandable given the high value students place upon clinical exposure. However, the unique peer learning experience and opportunity to manage an acute clinical case with colleagues at different levels highlights the additional educational advantages that occur by combining year groups.…”