Mar 2026· Nigerian Medical Journal· Vol 67, pp. 486 - 497· 0 citations· 24 references
Medicine
TL;DR
Assessment of knowledge, attitudes, and perceptions of clinical medical students toward simulation-based learning at Ahmadu Bello University, Zaria, North-Western Nigeria indicates that most respondents possessed good knowledge of simulation-based learning and expressed positive attitudes and perceptions toward its use.
Abstract
Background: Simulation-based learning (SBL) is an emerging educational methodology that actively engages students and helps bridge the gap between theoretical knowledge and practical clinical skills. It allows students to learn in realistic clinical scenarios using manikins and trained actors (standardized patients) in a controlled learning environment. Well-designed simulation exercises can enhance both technical and non-technical competencies among medical students. This study aimed to assess the knowledge, attitudes, and perceptions of clinical medical students toward simulation-based learning at Ahmadu Bello University, Zaria, North-Western Nigeria. Methodology: A descriptive cross-sectional study design was employed. Data were collected using a pretested, structured, closed-ended, self-administered questionnaire. A total of 138 clinical medical students of Ahmadu Bello University, Zaria, were selected using a stratified random sampling technique. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0, and results were presented using tables and charts. Associations between categorical variables were assessed using the Chi-square test, with statistical significance set at p < 0.05. Results: The mean age of the respondents was 24.76 ± 1.93 years. More than two-thirds (70.3%) of the respondents had good knowledge of SBL, while the majority demonstrated positive perceptions (90.6%) and positive attitudes (92.7%) toward simulation-based learning. A statistically significant association was observed between attitude and perception toward simulation-based learning as a method of clinical training. Conclusion: The findings indicate that most respondents possessed good knowledge of simulation-based learning and expressed positive attitudes and perceptions toward its use. The majority were satisfied with SBL as a teaching method. Therefore, simulation-based learning should be incorporated into the medical school curriculum to enhance clinical training.
This study underscores the significant role of SBE in preparing students for real-world clinical challenges and advocates for its broader adoption in nursing and midwifery curricula across Malawi to strengthen health-care education and service delivery.
M. Msiska, P. Mapulanga, A. Msosa et al.· Creative Nursing· 0 citations
There is a highly significant relationship between respondents’ level of simulation-based learning performance and their level of confidence as well as between peer collaboration and level of confidence across various constructs.
Mary Darline Denosca, Judy Jane S. Revelo· International journal of res...· 0 citations
This study analyzes the self-efficacy of simulation-based Related Learning Experience in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
Tolentino King Nolan C, Ibañez Ellyza Marie D, Lumbang Freya Mhae L et al.· International Journal of Adv...· 0 citations
These findings support the integration of simulation-based learning as a core component of healthcare education, emphasizing its practical, realistic approach as essential for meaningful, hands-on learning.
Eva Epifani, L. Giaccari, Gianfranco Paiano et al.· Emergency Care Journal· 0 citations
BACKGROUND
Problem-based learning (PBL) is a student-centered innovative instructional approach in which students define their learning objectives using triggers from predefined problems in case scenarios. The PBL approach in medicine emphasizes real-world problem-solving and develops students' capacity for clinical reasoning. It also contributes to the development of interpersonal and communication skills, promotes self-directed learning (SDL), improves the motivation and enthusiasm of students for their profession and maintains professional ethics and behavior. This study aims to explore the perceptions of undergraduate medical students in a medical college in Nepal toward the PBL tutorial incorporated into the curriculum of Kathmandu University (KU).
METHODS
A mixed-methods cross-sectional study was conducted at the Nepal Manipal College of Medical Sciences, Pokhara, Nepal. Qualitative data were gathered through face-to-face semi structured interviews with 12 preclinical undergraduate medical students (six from first and six from second year) selected via convenience sampling. Quantitative data were collected through an online survey of 200 first- and second-year students. Thematic analysis was used for qualitative data whereas Statistical Package for Social Sciences (SPSS) version 20 for quantitative data.
RESULTS
Three themes were identified via thematic analysis: effective learning, the role of tutors, and learning resources. There were 120 students who responded to the online survey with a response rate of 60%. Male students comprised 53.3% of the respondents. Most students agreed that PBL sessions enhanced collaborative learning (n=93, 77.5%) and decision-making skills (n=80, 66.7%).
CONCLUSIONS
Students reported that PBL enhanced their clinical reasoning skills, interpersonal communication skills, decision-making skills and promoted SDL. The findings also highlighted the need for updated case scenarios and proper tutor training, which are essential for successful PBL sessions.
Sushma Thapa, A. Atreya, R. Rajbanshi et al.· Journal of Nepal Health Rese...· 0 citations
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