Simulation Use in Respiratory Therapy Programs in Saudi Arabia: Results of a National Survey

Abstract

Background

The use of simulation-based methods for teaching and learning in the education of health professions is increasing, but its prevalence in Saudi Arabia among respiratory therapy programs has yet to be investigated. The purpose of this study is to identify the use of simulation-based learning (SBL) in respiratory therapy programs in Saudi Arabia.

Methods

A cross-sectional study was performed by sending Google forms survey via Email to directors of respiratory therapy programs in Saudi Arabia (N=16) to evaluate how each one used simulations as an educational tool.

Results

The survey was returned with a total response of 12 out of all 16 program that were initially contacted (75% response rate). Among the respondents, approximately 75% of the programs are using SBL, while high-fidelity simulation is used by all programs. The present data show that 67% of the respiratory therapy programs has a space for simulation within the department, while 33% utilizes institutional simulation centers. For short simulation scenarios, debriefing is not conducted in 67% of the programs. There is acceptance by program directors that simulation hours should be counted towards clinical hours. About 67% of respondent programs have mandatory simulation learning activities, and 100% agree that simulations should be used more. However, lack of training and shortage of staff are among barriers to increase the use of SBL.

Conclusion

SBL is commonly used and relatively varied among respiratory therapy programs. However, it requires some improvements in several aspects, including the use of debriefing and increasing the number of properly trained staff.

Keywords:

• respiratory therapy
• simulation
• debriefing
• medical education
• Saudi Arabia

Acknowledgments

This manuscript has not been published in part or entirety, or submitted for publication elsewhere in the same form, in English or in any other language. The authors are grateful to all directors of respiratory therapy programs for their valuable contribution. The authors are also grateful for Samantha Davis for her unlimited support and cooperation.

Disclosure

The authors report no conflicts of interest in this work.