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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BMC
2025-02-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06723-9 |
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| author | Reem Binsuwaidan Najla A. Altwaijry Alnada A. Ibrahim Rawan A. Alghamdi Razan Bin Humaid Alaa A. AlSharif Alaa A. AlHubaishi Elshaymaa I. Elmongy Lina I. Alnajjar Ghadah H. Alshehri |
| author_facet | Reem Binsuwaidan Najla A. Altwaijry Alnada A. Ibrahim Rawan A. Alghamdi Razan Bin Humaid Alaa A. AlSharif Alaa A. AlHubaishi Elshaymaa I. Elmongy Lina I. Alnajjar Ghadah H. Alshehri |
| author_sort | Reem Binsuwaidan |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-87cad82dfd8d484c88a8fb4c2eb46b3b |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-87cad82dfd8d484c88a8fb4c2eb46b3b2025-02-09T12:42:38ZengBMCBMC Medical Education1472-69202025-02-0125111410.1186/s12909-025-06723-9Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi ArabiaReem Binsuwaidan0Najla A. Altwaijry1Alnada A. Ibrahim2Rawan A. Alghamdi3Razan Bin Humaid4Alaa A. AlSharif5Alaa A. AlHubaishi6Elshaymaa I. Elmongy7Lina I. Alnajjar8Ghadah H. Alshehri9Department of Pharmaceutical Sciences, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmaceutical Sciences, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityCollege of Pharmacy, Princess Nourah bint Abdulrahman UniversityCollege of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmaceutical Chemistry, Faculty of Pharmacy, Helwan UniversityDepartment of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityDepartment of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman UniversityAbstract 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.https://doi.org/10.1186/s12909-025-06723-9Pharmacy educationSimulation-based learningStudent perceptionsPharm D programSaudi Arabia |
| spellingShingle | Reem Binsuwaidan Najla A. Altwaijry Alnada A. Ibrahim Rawan A. Alghamdi Razan Bin Humaid Alaa A. AlSharif Alaa A. AlHubaishi Elshaymaa I. Elmongy Lina I. Alnajjar Ghadah H. Alshehri Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia BMC Medical Education Pharmacy education Simulation-based learning Student perceptions Pharm D program Saudi Arabia |
| title | Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia |
| title_full | Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia |
| title_fullStr | Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia |
| title_full_unstemmed | Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia |
| title_short | Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia |
| title_sort | insights into simulation based learning student and faculty experiences in a pharmd program in saudi arabia |
| topic | Pharmacy education Simulation-based learning Student perceptions Pharm D program Saudi Arabia |
| url | https://doi.org/10.1186/s12909-025-06723-9 |
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