Marwa Ahmed El Naggar1, Abdulrahman Hamdan Almaeen2. 1. Department of Medical Education, College of Medicine, Jouf University, Sakaka, Saudi Arabia. 2. Department of Pathology, College of Medicine, Jouf University, Sakaka, Saudi Arabia.
Abstract
OBJECTIVE: To explore the satisfaction and perception of medical students towards simulation-based learning approach. . METHODS: The cross-sectional study was conducted at the College of Medicine, Jouf University, Sakaka, Saudi Arabia, in 2018, and comprised medical students of either gender in preclinical and clinical years who were exposed to simulation-based learning. A reliable questionnaire was used to collect data, and it was scored on a 5-point Likert scale (1 = very dissatisfied; 5 = very satisfied). Overall satisfaction level was graded on a scale ranging 6-10 (6 = sufficient; 10 = excellent). Data was analysed using SPSS 20. RESULTS: Of the 400 students approached, 230(56%) responded. Of them, 198(86%) were from the preclinical years and 32(14%) were from the clinical years. Students from all years were satisfied with instructors' cooperation 191(83%), organization of skills 179(78%), clear intended learning outcomes 189(82%), updated knowledge 179 (78%) . The deficiencies cited were lack of proper training rooms 40/230(17.40), shortage of training times 80/230(34.50%), inadequate facilities 52/230(22.6%) of students were satisfied. Overall satisfaction was graded by 170(73.9%) students as >6 and there was a significant difference between satisfaction scores of preclinical and clinical years (p=0.001). CONCLUSIONS: Most students were satisfied that simulation-based learning improved their clinical skills, ability to retain learning materials, clinical decision-making and communication skills with patients.
OBJECTIVE: To explore the satisfaction and perception of medical students towards simulation-based learning approach. . METHODS: The cross-sectional study was conducted at the College of Medicine, Jouf University, Sakaka, Saudi Arabia, in 2018, and comprised medical students of either gender in preclinical and clinical years who were exposed to simulation-based learning. A reliable questionnaire was used to collect data, and it was scored on a 5-point Likert scale (1 = very dissatisfied; 5 = very satisfied). Overall satisfaction level was graded on a scale ranging 6-10 (6 = sufficient; 10 = excellent). Data was analysed using SPSS 20. RESULTS: Of the 400 students approached, 230(56%) responded. Of them, 198(86%) were from the preclinical years and 32(14%) were from the clinical years. Students from all years were satisfied with instructors' cooperation 191(83%), organization of skills 179(78%), clear intended learning outcomes 189(82%), updated knowledge 179 (78%) . The deficiencies cited were lack of proper training rooms 40/230(17.40), shortage of training times 80/230(34.50%), inadequate facilities 52/230(22.6%) of students were satisfied. Overall satisfaction was graded by 170(73.9%) students as >6 and there was a significant difference between satisfaction scores of preclinical and clinical years (p=0.001). CONCLUSIONS: Most students were satisfied that simulation-based learning improved their clinical skills, ability to retain learning materials, clinical decision-making and communication skills with patients.