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.
Abstract
Background. Simulation-based learning is an effective strategy for developing technical, decision-making, and communication skills in clinical contexts [1,2]. A simulation course was recently introduced at the University of Salento for medical and nursing students. It aimed to foster both soft and hard skills through low-fidelity mannequin scenarios. At the end of the course, a questionnaire was administered to assess perceived educational effectiveness, professional relevance, and course organization.
Methods. The overall sample includes 260 students (80 medical, 180 nursing). This report presents preliminary findings from 180 nursing students. The questionnaire, comprising closed and open-ended questions, explored perceived usefulness, learning ease, clarity of objectives, instructor preparation, professional applicability, and personal impact. Data were collected anonymously and analyzed using percentage frequencies.
Results. As shown in Figure 1, 88% of students considered the course “extremely useful” for improving clinical skills; 12% rated it as “very useful.” Additionally, 72% found mannequin-based sessions “extremely useful.” For learning purposes, 88% judged the simulation course “very useful,” and 13% “useful.”
Regarding ease of learning (Figure 2) 47% found the topics “very easy,” 30% “easy,” and 21% “fairly easy” with the adopted methodology. Educational objectives were considered “very clear” by 96% of participants, and 100% acknowledged a high level of instructor preparation. Overall, 62% reported that the course exceeded their expectations.
For life-saving technique acquisition, 47% rated it “very easy,” 30% “easy,” and 21% “fairly easy,” indicating the effectiveness of active learning methods. Regarding clinical relevance, 95% rated the course as “very important.” In terms of personal development, 64% reported a “very” positive impact, while 30% rated it “quite positive.”
Open-ended responses revealed strong interest in further training on pediatric/neonatal resuscitation and electrocardiogram interpretation. Students also suggested increasing simulation sessions and adopting peer learning methodologies.
Conclusions. The questionnaire confirmed high student satisfaction and perceived instructional effectiveness. 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.
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
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.
Jamilu Garba, Bilkisu Muazu Adam, A. Bello et al.· Nigerian Medical Journal· 0 citations
The findings support the integration of simulation-based strategies into nursing curricula as an effective approach to bridging the theory-practice gap and preparing students for safe and competent clinical practice.
Pratibha Thakur, Komal Kumari· International Journal of Dru...· 0 citations
Background: Assessment processes are integral to the needs for achieving undergraduate medical students of knowledge, clinical skills, professional behavior, and decision making for independent practice. Traditional Assessment methods tend to be based on set and regular written/verbal/clinical assessments, while competency assessment focuses on real-life working, repeated evaluation, observation, feedback and demonstration of predefined competencies. The objective of this study was to compare competency-based assessment with traditional assessment among undergraduate medical students. Methods: A comparative study was conducted at Gomal Medical College, Dera Ismail Khan, from January 2025 to June 2025. Ninety-two undergraduate medical students were included, half of whom (46) were assessed using a competency-based method, and the other half (46) using the traditional method. Assessment results showed that general performance, written examination, clinical examination, workplace assessment, clinical reasoning skills, patient management, patient safety, patient satisfaction, clinical confidence and self-directed learning were the most commonly assessed items. Items that were most frequently assessed included general performance, written examination, clinical examination, workplace assessment, clinical reasoning skills, patient management, patient safety, patient satisfaction, clinical confidence, and self-directed learning. The data were analysed by SPSS version 25.0. Independent-samples t-test, chi-square test, Fisher's exact test and binary logistic regression were used appropriately. The criteria for statistical significance was defined as a p value of <0.05. Results: Students assessed through the competency-based approach achieved a significantly higher mean overall assessment score than those assessed traditionally (81.63 ± 6.42 vs. 75.28 ± 7.11, p < 0.001). Significant improvements were also observed in clinical examination performance, workplace-based assessment, clinical reasoning, clinical decision-making, procedural competence, communication, professionalism, teamwork, patient management, and patient-safety competencies. Feedback quality and student satisfaction were significantly greater in the competency based group. Satisfactory competency was achieved by 89.1% of students in the competency-based group compared with 67.4% in the traditional group (p = 0.012), while remediation was less frequent in the competency-based group (8.7% vs. 26.1%, p = 0.028). After adjustment for age, gender, and academic year, competency-based assessment remained independently associated with satisfactory competency achievement (adjusted OR = 3.68; 95% CI: 1.18 11.46; p = 0.025). Conclusion: Competency-based assessment was associated with better academic and clinical performance, stronger competency achievement, improved feedback, and greater student satisfaction compared with traditional assessment. Incorporating structured competency-based assessment into undergraduate medical education may support the development of clinical competence and provide a more comprehensive evaluation of student learning.
ABSTRACT Introduction: Pathology education is fundamental in medical training as it integrates knowledge from both basic and clinical cycles. It is traditionally conducted through lectures and practical laboratory sessions. However, active learning, using flipped classroom, case-based learning, and gamification, centered on the student, has increasingly transformed this scenario. Objective: To evaluate medical students’ satisfaction and perception regarding the use of active learning strategies in Pathology teaching. Methods: A cross-sectional observational study was conducted at a Higher Education Institution between March and April 2025, after approval by the Research Ethics Committee (CAAE 86813724.6.0000.5580). A total of 201 students from the 3rd to the 8th semesters participated. Data were collected through a structured electronic questionnaire composed of five thematic blocks using a Likert scale, in addition to an open-ended comment field. Quantitative analysis included relative frequencies, chi-square test, and ordinal logistic regression (p < 0,05). For qualitative analysis of discourse exploration, content analysis according to Minayo was performed, including pre-analysis (floating reading), categorization, and interpretation of open-ended responses. Results: High acceptance of active learning strategies was observed, with agreement rates exceeding 84% in all blocks. Ordinal regression showed a significant association of overall satisfaction with Structure and Engagement (p < 0,001), Methodological Aspects (p = 0,018), and Feedback and Evaluation (p = 0,010). Qualitative analysis of the comments identified four themes: faculty appreciation, didactic clarity, practical classes and the use of microscopy, and suggestions for improvement. Students highlighted admiration for the professors, we-structured lessons, and the relevance of laboratory practices with histopathological slides. Suggestions emphasized interest in greater integration between theory and practice, demonstrating student engagement and active participation in the learning process. Conclusion: Students demonstrated high satisfaction with Pathology teaching and the active learning strategies employed. Didactic structure, faculty engagement, and methodological clarity were key factors for a positive perception of the teaching-learning process. Continuous improvement in assessment methods and the practical application of content is recommended to strengthen meaningful learning and the link between theory and medical practice.
Samya Hamad Mehanna, Rafaela Pires Erthal Michelato, Eduardo Morais de Castro· Revista Brasileira de Educaç...· 0 citations
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
Abenaza Jeremy Charles T, Liwag Erika Lyka C, Llagas Cyril Ann U et al.· International Journal of Adv...· 0 citations
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