In SBL as a reliable means to assess

In this studythe percentage scores on most of the items were all in favor of SBL. The reportedaverage satisfaction rate was 65 out of 100. The results were comparable withthe study by Joseph et al who reported overall positive perception of medicalstudents.

10 The result showed that the use of simulation modalityimproved students’ clinical skills in term of knowledge, critical thinking,reasoning and self-confidence. A similar study confirmed the effective use of simulation in teachingand learning medicine.8Furthermore, tothe satisfaction with SBL we aimed to measure the other components of SBL whichwere the equipment, facilities and instructors. Students showed generalagreement on type, number and quality of the equipment provided by the college.Tutors’ and instructors’ briefing and feedback were highly criticized by thestudents and were considered adequately unsatisfying among majority of thestudents.   However, students’responses on the downsides of the SBL were aimed towards the lack of time touse the equipment and the availability of the labs and insufficient numbers oftutors to give fair time for each student. These concerns agreed with anothersurvey concluded among clerkship directors in emergency medicine on SBL.Ref The survey results emphases were based on lack ofinstructors’ time to teach, financial resources and number of students.

Similarly, another study found SBLas a reliable means to assess learners’ skills by providing constructivefeedback which was negatively perceived by most study participants. 11In addition tothe general satisfaction rates we analyzed the differences in between levels ofthe students in college and among genders. This study observed a significantincrease in the scores based on the level of the students in college. Thereason would be the experience and practice on simulated patients in different levelof study might be a reason of this significant difference. There were asignificance differences between the gender in the domains of process,equipment and feedback. ReferenceEven though, few students who gave unfavorablefeedback, the qualitative analysis in this study, acknowledged the benefits ofsimulation teaching in practice. The shared benefits summarized as; confidencebuilding, improved communication skill, families and use of reasoning skillswhile dealing with the real patient.

The groupof participants raised attention to two things. Firstly, simulation center hada critical role in teaching clinical skills need to be advanced.  Secondly, how initiative and involvement ofleadership is important to facilitate this modality in medical education. Thefindings were consistent with a study done on nursing students argued onthe critical role of stakeholders in enhancing the clinical learning experienceto students.12 It is known fact that debriefing iscrucial aspect of SBL to increase skills and improve reflective practice.13 The result presented adeficiency in the aspects of faculty development and lack of debriefing skills.The result emphasize on the importance of training sessions and curriculumreform by developing experiential learning approach in teaching.

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Studylimitations. Somelimitations that prevented the generalization were small number of participantsfrom one institution but it suggest the need to include sample from othercolleges of the region. Secondly, there was no control group for comparison tosee the contribution of other modalities on students learning.The findings despitecertain limitation will guide the stakeholders on how students’ learning needs shouldbe addressed.

This recognition is important in planning, implementation andevaluation of SBL in medical education. Conclusion andrecommendations SBL in thisstudy generally recognized as useful and effective way of learning skills. The current integration betweenclinical teaching methods and simulation is still at its start, and there isvast potential for further association. It would be important for educational leaders in the institution to understandthat all the stakeholders have a significant role in teaching the clinicalknowledge and skills to medical students. There is a need to communicatebenefits of simulation with faculty members and students and to review thecurrent strategic goals of the use ofsimulation to include this approach in medical curricula. Further studies toexplore the current and future implications of simulation in clinical learningare required.