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Simulation-Based Learning in a Resource-Limited Setting: Perspectives of Clinical Medical Students in North-Western
Jamilu Garba1,2, Bilkisu Muazu Adam2, Ahmad Bello2
1Department of Community Medicine, College of Medical Sciences, Ahmadu Bello University, Zaria, Kaduna State, Nigeria.
Background:
Simulation-based learning (SBL) is an emerging educational methodology that actively engages students and helps bridge the gap between theoretical knowledge and practical clinical skills. It allows students to learn in realistic clinical scenarios using manikins and trained actors (standardized patients) in a controlled learning environment. Well-designed simulation exercises can enhance both technical and non-technical competencies among medical students. This study aimed to assess the knowledge, attitudes, and perceptions of clinical medical students toward simulation-based learning at Ahmadu Bello University, Zaria, North-Western Nigeria.
Methodology:
A descriptive cross-sectional study design was employed. Data were collected using a pretested, structured, closed-ended, self-administered questionnaire. A total of 138 clinical medical students of Ahmadu Bello University, Zaria, were selected using a stratified random sampling technique. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0, and results were presented using tables and charts. Associations between categorical variables were assessed using the Chi-square test, with statistical significance set at p < 0.05.
Results:
The mean age of the respondents was 24.76 ± 1.93 years. More than two-thirds (70.3%) of the respondents had good knowledge of SBL, while the majority demonstrated positive perceptions (90.6%) and positive attitudes (92.7%) toward simulation-based learning. A statistically significant association was observed between attitude and perception toward simulation-based learning as a method of clinical training.
Conclusion:
The findings indicate that most respondents possessed good knowledge of simulation-based learning and expressed positive attitudes and perceptions toward its use. The majority were satisfied with SBL as a teaching method. Therefore, simulation-based learning should be incorporated into the medical school curriculum to enhance clinical training.
