Simulation-based education workshop: perceptions of participants

Figures & data

Table 1 Perception of participants regarding the simulation-based education (SBE) workshop (n=17)

SN	Statement	Pretest (mean ± SD)	Posttest (mean ± SD)
1	SBE helps to enhance communication skills	4.53±0.717	4.84±0.75
2	SBE improves teamwork	4.65±0.606	4.74±0.452
3	SBE supports development of clinical skills and performance of practitioners	4.71±0.588	4.79±0.535
4	SBE helps in understanding and management of even the rarest cases	3.59±1.009	4.21±0.918
5	SBE overcomes the problem of uncooperative patients during practice experience	3.12±0.928	3.95±1.224
6	SBE minimizes the stressful learning environment usually seen in wards	4.24±0.752	4.53±0.612
7	SBE helps in the evaluation of students	4.41±0.618	4.63±0.496
8	SBE improves patient safety	4.29±0.849	4.68±0.478
9	SBE replaces live patients in practical examinations	3.29±1.263	3.63±1.212
10	SBE is better than bedside teaching with real patients during practice	3.06±1.298	3.58±1.121
11	SBE should be integrated into medical education	4.75±0.447	4.68±0.478
12	SBE increases the confidence of students while dealing with real patients	4.29±0.772	4.79±0.419
13	SBE creates a highly realistic, safe, reproducible learning environment	4.41±0.618	4.56±0.616
14	SBE makes learning easier	4.47±0.514	4.58±0.507
15	SBE reduces the importance of ethical issues with repeated use of SBE	3.29±1.49	2.79±1.512
16	SBE minimizes the effort put in by a teacher in clinical teaching	2.71±1/49	3.42±1.262
17	SBE is an adjuvant to clinical practice, not a replacement	4.53±0.514	4.47±0.697
18	SBE is relatively costly compared to employing a trained person	2.41±1.004	2.42±1.216
19	Evidence is important for simulation	3.94±0.827	4.16±0.958
20	Interpersonal relationships are important in SBE	4.06±0.899	4.26±1.046
21	I am able to prepare rating scales for skills and attitude evaluation	3.76±0.831	4.11±0.758
22	I am able to do simulation in my clinical subject	4.12±0.697	4.17±0.758
23	I am able to prepare checklists for skills and attitude evaluation	4.12±0.697	4.05±0.707
24	I can teach complex skills without simulation	2.12±0.928	2±0.816
25	Immediate feedback is important in simulation	4.06±0.899	4.58±0.507
26	Materials and equipment should be ready before simulation	4.29±0.686	4.79±0.535

Notes: Strongly disagree = 1; disagree = 2; agree to some extent = 3; agree = 4; strongly agree = 5.

Table 2 Feedback for the simulation-based education (SBE) workshop from participants (n=17)

SN	Items	Mean ± SD
1	The objective of the workshop was fulfilled	4.16±0.688
2	I found it difficult to prepare scenarios	2.33±0.84
3	I am not confident in preparing evaluation tools for skills and attitudes	2.22±0.548
4	I found the session very interesting	4.37±0.597
5	The session on SBE was useful to me for future work	4.47±0.513
6	The scenario was relevant to my subject	4.21±0.787
7	The session was difficult to understand	1.74±0.733
8	The time available for this session was not sufficient	2.89±0.937
9	I learned no new techniques/ideas	2.28±1.274
10	What I learnt will be useful for teaching	4.05±0.78
11	The resource persons/facilitators were helpful and effective	4.37±0.597
12	The resource persons/facilitators answered all my questions	4.32±0.478
13	The resource persons/facilitators were professional and courteous	4.42±0.507
14	The course content was presented clearly	4.26±0.452
15	I did not practice the techniques well	2.58±1.017

Notes: Strongly disagree = 1; disagree = 2; agree to some extent = 3; agree = 4; strongly agree = 5.

Table 3 Mean differences in perception of the participants of simulation-based education (SBE) before and after participation in the SBE workshop (n=17)

SN	Statement	SD	95% CI		t statistic	P-value
			Lower	Upper
1	SBE helps to enhance communication skills	0.606	−0.665	−0.041	−2.4	0.029*
2	SBE improves teamwork	0.332	−0.288	0.053	−1.461	0.163
3	SBE supports development of clinical skills and performance of practitioners	0.748	−0.443	0.326	−0.324	0.750
4	SBE helps in understanding and management of even the rarest of cases	0.996	−1.159	−0.135	−2.678	0.017*
5	SBE overcomes the problem of uncooperative patients during practice	1.298	−1.726	−0.392	−3.364	0.004*
6	SBE minimizes the stressful learning environment usually seen in wards	0.786	−0.757	0.051	−1.852	0.083
7	SBE helps in evaluation of students	0.636	−0.503	0.150	−1.144	0.269
8	SBE improves patient safety	0.702	−0.714	0.008	−2.073	0.055
9	SBE replaces live patients in practical examinations	1.393	−0.952	0.481	−0.696	0.496
10	SBE is better than bedside teaching with real patients during practice	1.179	−1.077	0.136	−1.646	0.119
11	SBE should be integrated into medical education	0.365	−1.95	0.195	0.000	1
12	SBE increases the confidence of students while dealing with real patients	0.874	−0.92	−0.021	−2.219	0.041*
13	SBE creates a highly realistic, safe, and reproducible learning environment	0.68	−0.425	0.300	−0.368	0.718
14	SBE makes learning easier	0.485	−0.367	0.132	−1.00	0.332
15	SBE reduces the importance of ethical issues through repeated use	1.179	−0.136	1.077	1.646	0.119
16	SBE minimizes the efforts put in by a teacher in clinical teaching	1.678	−1.628	0.98	−1.879	0.079
17	SBE is an adjuvant to clinical practice, not a replacement	0.500	−0.257	0.257	0.00	1
18	SBE is more costly than employing a trained person	1.676	−0.803	0.921	0.145	0.887
19	Evidence is important for simulation	0.985	−0.801	0.212	−1.231	0.236
20	Interpersonal relationships are important in SBE	1.252	−0.879	0.408	−0.775	0.45
21	I am able to prepare rating scales for skills and attitude evaluation	0.795	−0.821	−0.003	−2.135	0.049*
22	I am able to do simulations in my clinical subject	1.047	−0.745	0.370	−0.716	0.485
23	I am able to prepare checklists for skills and attitude evaluation	0.827	−0.484	0.366	−0.293	0.773
24	I can teach complex skills without simulation	1.074	−0.376	0.729	0.677	0.508
25	Immediate feedback is important in simulation	0.717	−0.839	−0.102	−2.704	0.016*
26	Materials and equipment should be ready before simulation	0.624	−0.792	−0.150	−3.108	0.007*

Note: *P<0.05.