TY - JOUR
T1 - Orientation of Healthcare Educators Towards Using an Effective Medical Simulation-Based Learning
T2 - A Q-Methodology Study
AU - Alotaibi, Feras Zeyad
AU - Agha, Sajida
AU - Masuadi, Emad
N1 - Publisher Copyright:
© 2022 Alotaibi et al.
PY - 2022
Y1 - 2022
N2 - Purpose: This study explores the healthcare educators’ orientations about medical simulation in clinical skills training —its benefits, needs, challenges, and implications for proper implementation and integration into curricula. Methods: The study used a Q-sort technique, allowing quantitative and qualitative representation of the participants’ orientations and was conducted at King Saud bin Abdulaziz University for Health Sciences in Riyadh, Saudi Arabia. A total of 22 healthcare educators from different roles were included. Participants pre-sorted into three categories and then ranked statements related to medical simulation, by level of agreement, and they answered open-ended and demographic questions. Data was uploaded to Ken-Q Analysis application to conduct Q-factor analysis. Results: A total of 22 healthcare educators participated in the study. Q-factor analysis was performed with principal component analysis and varimax rotation, identifying three factors. Most educators shared a similar orientation regarding the benefits of using simulation-based learning. Most participants considered medical simulation a simple, effortless, and beneficial method of learning. However, challenges in scheduling sessions and obtaining the necessary resources, such as human resources and funds, and lack of training had a negative impact on some participants’ motivation to use medical simulation. Conclusion: Healthcare educators shed light on the influence of multiple factors on using medical simulation. The possibility for students to learn practical and clinical skills was a leading factor. Financial resources, funds, and faculty training were identified as challenges and needs. It is important for institutions and leaders to be aware of the variations in faculty perceptions and to provide resources and training to improve the current use of medical simulation.
AB - Purpose: This study explores the healthcare educators’ orientations about medical simulation in clinical skills training —its benefits, needs, challenges, and implications for proper implementation and integration into curricula. Methods: The study used a Q-sort technique, allowing quantitative and qualitative representation of the participants’ orientations and was conducted at King Saud bin Abdulaziz University for Health Sciences in Riyadh, Saudi Arabia. A total of 22 healthcare educators from different roles were included. Participants pre-sorted into three categories and then ranked statements related to medical simulation, by level of agreement, and they answered open-ended and demographic questions. Data was uploaded to Ken-Q Analysis application to conduct Q-factor analysis. Results: A total of 22 healthcare educators participated in the study. Q-factor analysis was performed with principal component analysis and varimax rotation, identifying three factors. Most educators shared a similar orientation regarding the benefits of using simulation-based learning. Most participants considered medical simulation a simple, effortless, and beneficial method of learning. However, challenges in scheduling sessions and obtaining the necessary resources, such as human resources and funds, and lack of training had a negative impact on some participants’ motivation to use medical simulation. Conclusion: Healthcare educators shed light on the influence of multiple factors on using medical simulation. The possibility for students to learn practical and clinical skills was a leading factor. Financial resources, funds, and faculty training were identified as challenges and needs. It is important for institutions and leaders to be aware of the variations in faculty perceptions and to provide resources and training to improve the current use of medical simulation.
KW - by-person factor analysis
KW - educators’ perception
KW - medical education
KW - Q-sort study
KW - simulation-based training
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U2 - 10.2147/AMEP.S363187
DO - 10.2147/AMEP.S363187
M3 - Article
AN - SCOPUS:85130713264
SN - 1179-7258
VL - 13
SP - 507
EP - 519
JO - Advances in Medical Education and Practice
JF - Advances in Medical Education and Practice
ER -