Simulation-Based Peer-Assisted Learning: Perceptions of Health Science Students

Figures & data

Table 1 The Workshop’s Structured Activities

Activity
Welcome and overview of the workshop and introducing the team
Pre-workshop evaluation
Simulation terminology
Target audiences and needs assessment
Practice
Learning objectives
Practice
Simulation modalities
Practice
Coffee break
Case description and case environment
Practice
Staging needs: equipment, moulage, staff needed, adjunct
Practice
The script scenario framework and staging
Practice
Types of debriefing
Practice
Case presentation by students: each group 5 minutes
Post-workshop evaluation

Table 2 Survey Questionnaire and Participant Responses

Questions	Number of Responders	Agree (%)	Neutral (%)	Disagree (%)
Q1) SB-PAL is a good idea to facilitate student learning.	11	100%	0%	0%
Q2) SB-PAL will develop my teaching skills.	11	95%	4.50%	0%
Q3) The idea of being instructor in SB-PAL excites me.	11	95%	4.50%	0%
Q4) As a student instructor in SB-PAL, I will learn how to design a teaching plan and simulation scenario.	11	95%	4.50%	0%
Q5) With SB-PAL, I will learn the process of facilitating a simulation.	11	95%	0%	4.50%
Q6) With SB-PAL, I will know how to put a real-life situation in a safe environment, such as a simulation	11	95%	4.50%	0%
Q7) As a student instructor in SB-PAL, I need to know how to evaluate the responses of student learners.	11	86.3%	13.6%	0%
Q8) As a student instructor, I can develop my critical thinking and decision-making skills.	11	100%	0%	0%
Q9) I am interested to be a student instructor in SB-PAL.	11	95%	4.50%	0%
Q10) I have enough time to be involved as instructor in SB-PAL.	11	90.9%	4.50%	4.50%
Q10) I need to make more effort to learn about the concepts before I can be an instructor in SB-PAL.	11	100%	0%	0%
Q12) I believe the other students will be interested to learn through student-instructors in SB-PAL.	11	95%	4.50%	0%
Q13) SB-PAL is a better way of knowledge retention for me as a student instructor.	11	95%	0%	4.50%
Q14) SB-PAL should be encouraged among the students.	11	95%	0%	4.50%

Table 3 Advantages of Simulation-Based Peer-Assisted Learning

What Do You Think are The Advantages of Simulation-Based Peer-Assisted Learning?

“It is a new thing to me to learn and it lets me think on the basis of whether something can be applied in real life.”

“1-knowing more about the scenario making … 2-good use of time and learning new things as exciting as this topic 3-can get this course free of cost at the perfect time.”

“This is my first time to know about the hard work they do in the simulation center.”

“It’s more beneficial in practice than standard learning strategy.”

“I learn from it.”

“Excellent instructors.”

“We got good information, the instructors are so sweet.”

“It’s a good experience as a student, clarify things and making them easier.”

“It can improve my skills in making quick decisions and it makes me so excited.”

“To learn about technologies and improve practice for all healthcare students.”

“It would increase my knowledge and area of learning and increase my way of communication, it’s really simulating reality.”

Table 4 Challenges of Simulation-Based Peer-Assisted Learning

What Do You Think are the Challenges or Difficulties for a Student Instructor in Simulation-Based Peer-Assisted Learning?

“It’s for me is the time.”

“1-the workshop is designed for medicine students most of the time, we are not on the same page as other, 2- the girls in the same group not sharing information and not choosing a topic that can include us all (different specialty).”

“With simulation directors I think there will be no difficulties, thank you.”

“It takes time to prepare an excellent scenario.”

“None.”

“It should be done in at least two days, we would benefit more.”

“No.”

“It’s difficult to be a student instructor, I should learn how to identify what the patient needs.”

“Yes, but as a part of other professional instructors.”

“The time management for studying and activity, lack of practice and professionalism in this field.”

Table 5 Perceptions of Simulation-Based Peer-Assisted Learning

Do You Think That Students Would Like to Learn from a Student-Instructor? And Why?

“Yes, because of the level of communication and comfortable to take information from a young new graduated student.”

“Yes, I do, but as I said they must learn a few things first and choose good topics, so the experience will be as good as possible.”

“Yes, and I will inform all my friends.”

“Yes, they look at her as a colleague and she passed over these situations and know the obstacles they faced.”

“Yes.”

“Yes, it will be less stress.”

“Yes, more understandable, more comfortable for the students to deal with a student.”

“Yes, because your scenario will be famous, and many students will do it.”

“Yes, I think so, it may be because they can talk comfortably with no limitations.”