Jurnal Internasional Afrika vol. 10 issue 2 2020
African Journal of Emergency Medicine
Medical student satisfaction and confidence in simulation-based learning in Rwanda – Pre and post-simulation survey research
Dublin Core
Title
Jurnal Internasional Afrika vol. 10 issue 2 2020
African Journal of Emergency Medicine
Medical student satisfaction and confidence in simulation-based learning in Rwanda – Pre and post-simulation survey research
African Journal of Emergency Medicine
Medical student satisfaction and confidence in simulation-based learning in Rwanda – Pre and post-simulation survey research
Subject
Developing countries
Education, medical
Simulation training
Paediatrics
Education, medical
Simulation training
Paediatrics
Description
Introduction: Simulation-based learning (SBL) has been shown to effectively improve medical knowledge, procedural
proficiency, comfort with undertaking taught tasks, inter-professional communication, teamwork and
teaching skills. This study aimed to evaluate Rwandan medical students' attitudes, satisfaction and confidence
level with SBL.
Methods: Fifth year medical students at the University of Rwanda were given a short course on paediatric acute
care using simulation. The simulation sessions were locally developed cases based on the pRRAPID materials,
developed at the University of Leeds (UK). Equipment included low fidelity infant mannequins, basic airway
devices, IV access, and monitoring. A four-part, Likert-scale questionnaire was distributed to medical students
before and after their four-week simulation program.
Results: 57 pre-simulation and 49 post-simulation questionnaires were completed. Confidence in skills increased
in all fifteen domains of the questionnaire with the total skill confidence score rising from 44.0 (±12.3) to 56.2
(±8.8) after the simulation-based intervention (p<0.001). Satisfaction and attitudes towards simulation-based
learning in this setting were very positive.
Conclusion: The simulation-based intervention was well received by students in this setting. Satisfaction was
high and the simulation exercise increased the students' confidence. Previous research has demonstrated that
SBL is effective and the results of this study now demonstrate that it is well received in our setting. As we move
from knowledge-based education to a competency-based education culture, faculties in this setting should invest
in providing SBL opportunities throughout the medical school curriculum.
proficiency, comfort with undertaking taught tasks, inter-professional communication, teamwork and
teaching skills. This study aimed to evaluate Rwandan medical students' attitudes, satisfaction and confidence
level with SBL.
Methods: Fifth year medical students at the University of Rwanda were given a short course on paediatric acute
care using simulation. The simulation sessions were locally developed cases based on the pRRAPID materials,
developed at the University of Leeds (UK). Equipment included low fidelity infant mannequins, basic airway
devices, IV access, and monitoring. A four-part, Likert-scale questionnaire was distributed to medical students
before and after their four-week simulation program.
Results: 57 pre-simulation and 49 post-simulation questionnaires were completed. Confidence in skills increased
in all fifteen domains of the questionnaire with the total skill confidence score rising from 44.0 (±12.3) to 56.2
(±8.8) after the simulation-based intervention (p<0.001). Satisfaction and attitudes towards simulation-based
learning in this setting were very positive.
Conclusion: The simulation-based intervention was well received by students in this setting. Satisfaction was
high and the simulation exercise increased the students' confidence. Previous research has demonstrated that
SBL is effective and the results of this study now demonstrate that it is well received in our setting. As we move
from knowledge-based education to a competency-based education culture, faculties in this setting should invest
in providing SBL opportunities throughout the medical school curriculum.
Creator
Simeon Turatsinzea, Alice Willsonb, Haley Sessionsc, Peter Thomas Cartledged,
Source
www.elsevier.com/locate/afjem
Publisher
afem
Date
26 January 2020
Contributor
peri irawan
Format
pdf
Language
english
Type
text
Files
Citation
Simeon Turatsinzea, Alice Willsonb, Haley Sessionsc, Peter Thomas Cartledged,, “Jurnal Internasional Afrika vol. 10 issue 2 2020
African Journal of Emergency Medicine
Medical student satisfaction and confidence in simulation-based learning in Rwanda – Pre and post-simulation survey research,” Repository Horizon University Indonesia, accessed April 10, 2025, https://repository.horizon.ac.id/items/show/2432.
African Journal of Emergency Medicine
Medical student satisfaction and confidence in simulation-based learning in Rwanda – Pre and post-simulation survey research,” Repository Horizon University Indonesia, accessed April 10, 2025, https://repository.horizon.ac.id/items/show/2432.