What Matters Most to Students in Simulation-Based Education: Voices from Three Philippine State Universities
Jenniffer T. PaguioMA (Nursing) Aprille C. BanayatAldin D. Gaspar, MSc, MHC, MN, RNMaria Julieta C. Germar, MD, DHPEdBhabita V. Murjani, DDM, MHPEd
Juan Antonio E. Batnag Man Emily E. RobiteDrph Sheila R. Bonito
Michael L. Tee
In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students and is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Abstract
Background. Simulation-based education (SBE) has expanded in Philippine health professions programs, particularly among state universities and colleges (SUCs) supported by national and institutional capacity-building initiatives. Despite this growth, limited local evidence describes how Filipino students experience and learn through simulation across varying institutional contexts.
Objective. This study explored undergraduate dentistry, medicine, and nursing students’ experiences of SBE in SUCs and examined how simulation influenced their learning and professional development.
Methods. An exploratory-descriptive qualitative study was conducted in three SUCs representing academic programs in which SBE ranged from newly implemented to well integrated. Purposive sampling recruited students with substantive participation in simulation activities. Eight focus group discussions (n = 47) were conducted using a semistructured guide informed by Kolb’s Experiential Learning Theory. Data were analyzed through inductive qualitative content analysis within a constructivist approach, with paired coding, iterative comparison, and team consensus to generate themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed in the writing of this paper.
Results. Across institutions, students described SBE as a structured, psychologically safe learning space that strengthened clinical reasoning, communication, teamwork, and reflective practice. Authenticity of scenarios, faculty facilitation, and structured debriefing were central to meaningful learning. Differences in institutional resources and program maturity influenced perceived realism and depth of engagement. Students highlighted simulation’s role in building confidence and bridging theory to practice within resource-variable contexts.
Conclusions. In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students. Sustained institutional investment in faculty development, scenario design, and reflective debriefing is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Sustained exposure to simulation-based IPE was associated with positive student-reported perceptions of interprofessional learning in a minority-serving academic health context, and the importance of role clarification, structured pre-briefing, competency-aligned simulation objectives, and reflective debriefing to strengthen IPE outcomes is highlighted.
Olumide A Ojo, Peregrina L. Arciaga, Ayser A. Jama et al.· Journal of Interprofessional...· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
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
Developing both technical and non-technical competencies is a core goal in physiotherapy education. While traditional clinical placements offer essential hands-on experience, they may not fully prepare students for the complexity and unpredictability of real-world clinical practice. Simulation-based education (SBE) can help bridge this gap by providing a safe, realistic, and structured learning environment.
To explore undergraduate physiotherapy (PT) students’ experiences of curriculum-integrated high-complexity SBE, through the lens of experiential learning theory.
Qualitative descriptive study.
Faculty of Health Sciences and Wellbeing, University of Vic – Central University of Catalonia, Spain.
Twenty-eight undergraduate PT students from the second, third, and fourth academic years (fourth, sixth, and eighth semesters, respectively) participated in six focus groups conducted between June and October 2024. Participants were purposively sampled to ensure diversity in academic year and simulation roles (PT or observer).
High-complexity simulation sessions embedded in the PT curriculum, involving trained simulated patients and structured facilitation.
Students’ experiences of learning processes during SBE. Data were analysed using reflexive thematic analysis and later interpreted in relation to experiential learning theory. ATLAS.ti software was used to support data management. Transcripts were returned to participants for member checking.
Two overarching themes emerged: (1)
Constructing non-technical skills through action
,
observation
,
and reflection
, and (2)
Experiencing safety and immersion
. Students valued both performing and observing roles, reporting that observation fostered reflection, vicarious learning, and reduced performance anxiety. Structured debriefings, progressive exposure, and peer feedback reinforced learning, while facilitators’ guidance and psychological safety promoted confidence. The use of simulated patients enhanced emotional immersion and authenticity, and students highlighted their potential role in feedback.
High-complexity SBE was perceived as a meaningful and situated learning experience that supported reflection, knowledge integration, and application, contributing to the development of non-technical skills and confidence.
NCT06852482 (clinicaltrials.gov).
Mirari Ochandorena-Acha, Anna Escribà-Salvans, Ramon Jolis-Prat et al.· Advances in Simulation· 0 citations
Outcome-Based Education (OBE) has increasingly shaped higher education through its emphasis on explicit learning outcomes, aligned teaching, assessment, and demonstrated competencies. This qualitative case study explored the implementation of OBE at the University of Agriculture, Faisalabad, Pakistan, from the perspectives of postgraduate students and academic staff. Semi-structured interviews were conducted with 30 purposively selected participants, comprising 15 postgraduate students and 15 academic staff. Data were analysed thematically, with Bloom’s Revised Taxonomy used as an interpretive lens for examining the cognitive dimensions of learning experiences and assessment. Findings revealed a distinction between formal OBE adoption and substantive classroom enactment. While participants recognized CLOs, PLOs and related documentation, implementation varied across courses and teachers. Application and analysis were more evident in practical, laboratory, field and research activities, whereas evaluation and creation were less consistently embedded. Large classes, workload, resources, assessment culture and faculty preparedness constrained implementation. The study concludes that deeper OBE implementation requires stronger alignment, authentic learning, faculty development and institutional support
Khazra, Shafaqt Rasool· Journal of Language, Literat...· 0 citations
Due to the complex nature of public and global health problems, case-based education is critical to the development of the next generation of public health leaders. This study leveraged students’ evaluations of their learning experience to identify how courses can equip students to serve as practitioners in complex environments.
The Integration of Science & Practice (ISP) course at a private school of public health in NYC was evaluated using a mixed methods approach. The course consists of 14 cases designed to introduce, practice, and reinforce skills in assessing complex public health evidence and forming principled arguments for policy and action. Data were drawn from secondary, deidentified student evaluation surveys. The study sample included 419 enrolled students (346 respondents (82.8%), 232 repeat respondents (55.3)). Quantitative analyses assessed student characteristics, course ratings, and the perceived usefulness of individual cases. Qualitative analyses examined student-reported skill development and learning experiences.
Students rated the ISP with a median rating of 5 and a mean of 4.5 (on a 1–5 scale, 5 = excellent). Student-choice cases were rated slightly higher in usefulness (3.77–3.82/4). Qualitative findings highlighted how pedagogy and instructor qualities contribute to a safe and constructive learning environment for skill development in communicating effectively in difficult conversations, building and communicating evidence-based arguments, perspective-taking, building a sense of community, and critical thinking.
Case-based courses can build competencies needed for addressing complex public health challenges and therefore public health schools should focus on developing and evaluating the success of this type of course.
S. Grilo, Patrick S. Kachur, H. de Pinho et al.· Pedagogy in health promotion· 0 citations
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