Medical teachers' perception towards simulation-based medical education: A multicenter study in Saudi Arabia

Objective: This study aims to evaluate the perception of medical teachers toward the integration of simulation-based medical education (SBME) in undergraduate curriculum and also identify contextual barriers faced by medical teachers. Methods: This cross-sectional observational study included medica...

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Bibliographic Details
Published in:Medical teacher 2016-03, Vol.38 (sup1), p.S37-S44
Main Authors: Ahmed, Shabnam, Al-Mously, Najwa, Al-Senani, Fahmi, Zafar, Muhammad, Ahmed, Muhammad
Format: Article
Language:English
Subjects:
Adult
Attitude
Barriers
Clinical assessment
Cross-Sectional Studies
Curricula
Education, Medical, Undergraduate - methods
Faculty, Medical - psychology
Female
Health education
Humans
Instructional Improvement
Learning
Male
Medical education
Medical schools
Middle Aged
Perceptions
Positive thought
Problem-Based Learning
Questionnaires
Saudi Arabia
Simulation
Simulation Training - methods
Student Evaluation
Teachers
Time use
Undergraduate Study
Universities
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Summary:Objective: This study aims to evaluate the perception of medical teachers toward the integration of simulation-based medical education (SBME) in undergraduate curriculum and also identify contextual barriers faced by medical teachers. Methods: This cross-sectional observational study included medical teachers from three universities. A questionnaire was used to report teachers' perception. Results: SBME was perceived by medical teachers (basic sciences/clinical, respectively) as enjoyable (71.1%/75.4%), effective assessment tool to evaluate students' learning (60%/73.9%) and can improve learning outcome (88.8%/79.7%). Similarly, (91.1%/71%) of teachers think that simulation should be part of the curriculum and not stand alone one time activity. Teachers' training for SBME has created a significant difference in perception (p 
ISSN:0142-159X
1466-187X
DOI:10.3109/0142159X.2016.1142513