Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia

Area of Science:

• Medical Education
• Pharmacy Education
• Simulation-Based Learning

Background:

• Simulation-based learning (SBL) is an effective and increasingly utilized teaching method in medical education.
• This study evaluated student satisfaction and perceived learning outcomes, alongside faculty perceptions of SBL.

Purpose of the Study:

• To assess pharmacy students' satisfaction and perceived learning outcomes from SBL.
• To explore academic faculty's perceptions of SBL's effectiveness and challenges.

Main Methods:

• A mixed-method approach combining cross-sectional surveys with pharmacy students and focus group discussions with faculty.
• Data collected on three SBL formats: computerized, mannequin, and standardized patient role-play.
• Sample size calculated for a 5% margin of error and 95% confidence interval.

Main Results:

• Students reported positive outcomes across all SBL formats, with particularly high scores for mannequin simulations (e.g., perceived learning outcome acquisition: 4.62 ± 0.539).
• Interns also showed positive perceptions regarding learning acquisition, preparedness, and general satisfaction.
• Faculty focus groups identified high costs, limited time, and resource constraints as key challenges to SBL implementation.

Conclusions:

• Pharmacy students and interns exhibit positive attitudes towards all tested simulation activities.
• Faculty view simulation as a crucial teaching tool for enhancing knowledge retention and skill development.
• Identified challenges and future targets for improving SBL integration in pharmacy education were highlighted.