Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia
Abstract Background Simulation-based learning is a highly effective and increasingly popular method of teaching in medical education. The study aimed to evaluate student satisfaction and perceived learning outcome acquisition and to explore faculty perceptions of simulation-based learning. Methods A...
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| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-02-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-025-06723-9 |
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| Summary: | Abstract Background Simulation-based learning is a highly effective and increasingly popular method of teaching in medical education. The study aimed to evaluate student satisfaction and perceived learning outcome acquisition and to explore faculty perceptions of simulation-based learning. Methods A mixed-method approach was employed, which used a cross-sectional survey and focus group discussion that solicited feedback from pharmacy students and academic faculty staff, respectively, about their experiences using simulation-based learning. This study gathered data on three simulation activity formats: computerized, mannequin, and standardized patient role-play simulations. The sample size was calculated with a 5% margin of error, 95% confidence interval for a target population. Results A total of 295 students, including interns, participated in the surveys, which yielded 757 responses from the students collected following simulation-based learning activities, and 43 responses from the interns, with a response rate ranging from 71 to 93%. Student responses to computerized simulations were positive for perceived learning outcome acquisition (4.16 ± 0.844), preparedness (4.14 ± 0.892), and general perception (4.11 ± 0.951). Additionally, students reported positive perceived learning outcome acquisition (4.44 ± 0.680), preparedness (4.40 ± 0.717), and general perception (4.46 ± 0.676) for standardized patient role-play. After the mannequin simulation, students reported positive perceived learning outcome acquisition (4.62 ± 0.539), preparedness (4.65 ± 0.576), and general perception (4.65 ± 0.608). The average scores calculated for the intern surveys were positive across the same domains: perceived learning outcome acquisition (4.29 ± 0.584), preparedness (4.11 ± 0.239), and general perception (4.18 ± 0.742). The focus group findings identified expensive tools and limited time and resources as the main challenges associated with simulation-based learning. Conclusions Pharmacy students and interns generally indicated positive attitudes toward all simulation activities. Faculty considered simulation to be a significant teaching tool that enhances information retention and sharpens students’ skills. The study identified future targets of and main challenges to improving the integration of simulation in pharmacy education. |
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| ISSN: | 1472-6920 |