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

Figures & data

Box 1 Definition of Different Types of Simulation

High-fidelity simulation Patient care scenario that uses a standardized patient or a full-body mannequin that has the ability to mimic human body functions at a very high level. High-fidelity simulation experiences are highly realistic and provide a high level of interactivity and realism for the learner.

Computer based simulation The modeling of real-life processes with inputs and outputs exclusively confined to a computer. Subsets of computer-based simulation include virtual patients, virtual-reality task trainers, and immersive virtual-reality simulation.

Task trainer A device designed to train in just the key elements of the procedure or skill being learned (such as insertion, injection) or just in part of a total system.

Note: Used with permission of Daedalus Enterprises Inc, Davis SP, Stover CF, Willhaus JK. Simulation use in entry-into-practice respiratory care programs. Respir Care. 2022;67:676–681. Permission conveyed through Copyright Clearance Center, Inc.²⁴

Table 1 Demographic Information

Type of Program	No. (%)
Bachelor	12 (100)
Diploma	0
Type of Institution
Academic/teaching medical center	0
University/college	12 (100)
Community college/technical school	0
Geographical Region
Central region	4 (33)
Eastern region	3 (25)
Western region	4 (33)
Southern region	1 (9)
Programs by Graduate Numbers
< 10	0
10–50	7 (58)
51–100	2 (17)
No graduates	3 (25)

Table 2 Utilization of Simulations

Number of Institutions Using Simulation Center	No. (%)
Institution uses simulation center	9 (75%)
Institution does not use simulation center	3 (25%)
Type of simulation program (N=9)
High-fidelity	9 (100)
Computer-based simulation	5 (56)
N.A	2 (22)

Table 3 Type and Amount of Simulation Uses in Courses (N=9)

Courses	High Fidelity No. (%)	Computer Based No. (%)	Task Trainer No. (%)	Course Not Offered No. (%)
Foundations of adult therapeutics	4 (44)	3 (33)	4 (44)	2 (22)
Neonatal/pediatrics	6 (67)	1 (11)	5 (56)	0
Adult critical care	6 (67)	1 (11)	5 (56)	0
Patient assessment	5 (56)	3 (33)	5 (56)	0
Pulmonary function testing	1 (11)	3 (33)	6 (67)	0
Blood gases and Acid-base status	4 (44)	2 (22)	5 (56)	1 (11)
Cardiopulmonary anatomy and physiology	3 (33)	2 (22)	6 (67)	1 (11)
Team science	2 (22)	0	0	7 (78)
Capstone	1 (11)	1 (11)	1 (11)	6 (67)
Chronic disease management	4 (44)	2 (22)	4 (44)	1 (11)
Sleep technology	1 (11)	1 (11)	7 (78)	2 (22)

Table 4 Methods of Simulation

Type of Simulated Experience Besides Mannequins	No. (%)
Standardized patients*	4 (45)
IngMar ASL 5000 / RespiSim	3 (33)
CD Rom	1 (11)
Internet-based virtual hospital	1 (11)
Virtual reality with Oculus Rift	1 (11)
Only mannequins and high-fidelity	1 (11)
Role playing	1 (11)

Notes: *Standardized patient is a trained person able to act and simulate real patient accurately.

Table 5 Debriefing Time by Simulation Scenario Duration

Simulation Scenario Duration	No Debriefing No. (%)	Debriefing Time Less Than Scenario Time No. (%)	Debriefing Time Equal to/Longer Than Scenario Time No. (%)
15–30 min	6 (67)	1 (11)	2 (22)
31–60 min	3 (33)	5 (56)	1 (11)
> 60 min	3 (33)	5 (56)	1 (11)

Table 6 The Ratio of Simulation Hours to Clinical Hours

Simulation hours should be counted towards clinical hours.					No. (%)
Yes					7 (78)
No					2 (22)
Ratio of clinical to simulation hours – Simulation: Clinical	1: 1 No. (%)	1: 2 No. (%)	1: 3 No. (%)	1: 4 No. (%)	2: 1 No. (%)
	3 (33.3)	1 (11.1)	3 (33.3)	1 (11.1)	1 (11.1)

Table 7 Learning Scenarios

Scenario opportunities	No. (%)
Practice procedures such as suctioning, intubation, medication administration.	9 (100)
Practice routine assessments such as heart and lung sounds expected in clinical: normal, and abnormal findings	7 (78)
Practice patient scenarios discussed in class	7 (78)
Practice rare patient scenarios that students may not see in clinical practice	4 (44)
Practice high-risk patient scenarios	3 (33)
Remediation of skills	4 (44)
Mandatory scenarios	No. (%)
Yes	6 (67)
No	3 (33)

Table 8 Directors’ Opinions About the Amount of Simulation Needed and Barriers to Increase Simulation Sessions

Director’s opinion about the amount of simulation used in the program	No. (%)
We should be using more simulations in our program.	9 (100)
We should be using fewer simulations in our program.	0
We are using the right amount of simulation in our program.	0
Barriers to increase simulation sessions	No. (%)
Difficult to schedule additional time in the simulation center/lab due to other groups using the space.	3 (33)
Not enough staff to run the simulation controls and oversee the students	8 (89)
More faculty need to be trained in facilitating simulations	8 (89)
More faculty need to be trained in debriefing simulations	8 (89)
Faculty do not have enough time to write simulation scenarios	6 (67)
More faculty need to be trained in writing simulation scenarios	8 (89)
Others	1 (11)

Table 9 SBL Guidelines and Accreditation

Are you familiar with the healthcare simulation standards of best practice?	No. (%)
Yes	2 (17)
No	10 (83)
Is your simulation center accredited by the SSH?
Yes	3 (25)
No	9 (75)

Abbreviation: SSH, Society for Simulation in Healthcare.

S PD, C FS, Willhaus JK. Simulation use in entry-into-practice respiratory care programs. Respir Care. 2022;67:676–681. doi:10.4187/respcare.08673

 PubMed Web of Science ®Google Scholar