Epuitai Joshua, Adongo Pamella R, Oboth Paul, Apili Felister, Kumakech Edward, Owusu-Sekyere Samuel, Wandabwa Julius N
Department of Nursing, Faculty of Health Sciences, Busitema University, P.O. Box 1460, Mbale, Uganda.
Department of Biochemistry and Molecular Biology, Busitema University, P.O. Box 1460, Mbale, Uganda.
BMC Med Educ. 2025 May 21;25(1):746. doi: 10.1186/s12909-025-07322-4.
The use of clinical simulation in Uganda is still low. Experiences regarding the use of simulation in low-resource settings like Uganda have not been widely explored. We aimed to explore the experiences and perceptions of students and faculty regarding simulation in teaching undergraduate students.
The study was conducted at Busitema and Lira Universities in Uganda. We conducted 20 in-depth interviews with the faculty staff and 10 focus group discussions with undergraduate Nursing, Midwifery, Medical and Anesthesia students. Braun and Clarke's interpretative, situated and pragmatic framework was used in sample size determination. We obtained ethical clearance for the study. Thematic analysis was used to analyse the data.
We identified three themes from the data:1) Variable conceptualization of simulation 2) Concerns about realism; and 3) Perceived benefits of simulation. Some viewed simulation as unrealistic, while others thought it felt like a real clinical experience. Simulation was perceived to be more idealistic because it had all the equipment for simulation which differed from the clinical settings which may sometimes lack critical equipment. Simulation was perceived to provide room for mistakes and immediate feedback, boost confidence and self-efficacy, enhance clinical competence, enhance interpersonal behavioral skills, and be more practical. It was seen to prepare students for clinical placement. Although simulation was considered readily convenient and accessible for students, concerns were raised regarding the relevance of simulation in a setting with a high volume of patients for students learning. Divergent views were expressed regarding the transferability of skills from simulation to clinical settings.
Students perceived simulation to be beneficial for their learning. However, concerns about the realism, relevance, and transferability of skills from simulation to clinical settings were noted. Clarifying preconceived notions against the use of simulation will enhance its utilisation in educational settings where simulation is not readily embraced.
Not applicable.
乌干达临床模拟的使用程度仍然较低。在乌干达这样资源匮乏的环境中使用模拟的经验尚未得到广泛探索。我们旨在探讨学生和教师对本科教学中模拟的经验和看法。
该研究在乌干达的布西泰马大学和利拉大学进行。我们对教职员工进行了20次深入访谈，并与本科护理、助产、医学和麻醉专业的学生进行了10次焦点小组讨论。在样本量确定中使用了布劳恩和克拉克的解释性、情境性和实用性框架。我们获得了该研究的伦理批准。采用主题分析法对数据进行分析。
我们从数据中确定了三个主题：1）模拟的概念化差异；2）对真实性的担忧；3）模拟的感知益处。一些人认为模拟不切实际，而另一些人则认为它感觉像是真实的临床体验。模拟被认为更具理想性，因为它拥有所有模拟设备，这与有时可能缺乏关键设备的临床环境不同。模拟被认为提供了犯错和即时反馈的空间，增强了信心和自我效能感，提高了临床能力，增强了人际行为技能，并且更具实用性。它被视为让学生为临床实习做好准备。尽管模拟被认为对学生来说方便且容易获得，但对于模拟在学生学习患者数量众多的环境中的相关性也提出了担忧。关于技能从模拟向临床环境的可转移性存在不同观点。
学生认为模拟对他们的学习有益。然而，人们注意到对模拟的真实性、相关性以及技能从模拟向临床环境的可转移性存在担忧。澄清对使用模拟的先入之见将提高其在不太容易接受模拟的教育环境中的利用率。
不适用。
