Satisfaction with simulation-based education among Bachelor of Midwifery students in public universities and colleges in Harar and Dire Dawa cities, Ethiopia.

INTRODUCTION

Simulation-based education using low to high fidelity techniques are common in midwifery professionals' education, and it is found to be an excellent alternative to fill the gaps in skills teaching and learning. The aim of this study was to assess the students' satisfaction with simulation-based education and associated factors.

METHODS

A cross-sectional study in academic settings was conducted from March to May 2018. The data were collected through a self-administered questionnaire. Bivariate and multivariate logistic regressions were used to identify factors associated with student satisfaction with simulation-based education and the degree of association was measured by using odds ratios with 95% confidence interval.

RESULTS

Students who were assisted by their teachers during skills demonstration and practice were 5.6 times more satisfied than those who were not assisted (adjusted odds ratio, AOR=5.62; 95% CI: 2.36-13.40, p<0.001). The students who perceived that the way their teachers conducted the skills demonstration was suitable to their learning styles were 22.4 times more satisfied with the simulation-based education (AOR=22.4; 95% CI: 10.8-37.5, p<0.023). Students who perceived that the number of skills practices per semester was enough were 2.3 times more likely to be satisfied with simulation-based education (AOR=2.3; 95% CI: 1.0-5.3, p<0.042).

CONCLUSIONS

The efforts of teachers in assisting their students during skills demonstration, the suitability of the way of teaching to the learning styles of students, and the number of scheduled programs per semester for skills practising were statistically significant factors with satisfaction in simulation-based education.