Using a World Health Assembly simulation to explore undergraduate students' perceptions and confidence in analyzing...

Area of Science:

• Global Health Education
• Simulation-Based Learning
• Experiential Learning

Background:

• Traditional didactic teaching methods inadequately support diverse learning styles.
• Simulation-based learning offers a bridge between theoretical knowledge and practical application in global health.
• Rigorous examination of simulation outcomes in global health education is limited.

Purpose of the Study:

• To describe undergraduate students' self-reported experiences with the World Health Assembly Simulation (WHA SIM).
• To assess the impact of a hybrid simulation on confidence and reflective learning in global health.
• To explore the value of simulation-based experiential learning in health and science programs.

Main Methods:

• A descriptive, sequential exploratory study involving pre-simulation surveys and post-simulation interviews.
• Anonymous surveys assessed participant background, comfort, and confidence in key skills.
• Qualitative framework analysis of interview data explored in-depth experiences.

Main Results:

• Participants reported increased confidence in research, critical analysis, time management, and organizational skills.
• Enhanced confidence was noted in interpersonal communication, public speaking, networking, collaboration, and leadership.
• Students gained a deeper appreciation for global health issues and career-relevant insights.

Conclusions:

• Simulation-based experiential learning, exemplified by the WHA SIM, is perceived as valuable by undergraduate health and science students.
• The WHA SIM effectively supports confidence-building and reflective learning in global health education.
• While not measuring objective skill mastery, the study highlights the perceived benefits of simulation for skill development.