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

Abstract

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 < 0.05). Lack of teachers’ training, time, resources and the need to integrate in medical curriculum are major perceived barriers for effective SBME.

Conclusion: Results highlight the positive perception and attitude of medical teachers toward the integration of SBME in undergraduate curriculum. Prior formal training of teachers created a different perception. Top perceived barriers for effective SBME include teachers’ formal training supported with time and resources and the early integration into the curriculum. These critical challenges need to be addressed by medical schools in order to enhance the integration SBME in undergraduate curricula.

Acknowledgments

We acknowledge the support of the faculty members and administration of the three universities in conducting this study. We also acknowledge the contribution of Ahmed Hisham Ahmed Alabdaly, intern at College of Medicine-King Fahad Medical City.

Declaration of interest: This work was supported by a research grant from the Faculty of Medicine, King Fahad Medical City, King Saud bin AbdulAziz University for Health Sciences (Grant No. 3/34/3). The authors report no conflict of interest.

The publication of this supplement has been made possible with the generous financial support of the Dr Hamza Alkholi Chair for Developing Medical Education in KSA.