Assessing the Impact of Simulation‐Based Learning on Student Satisfaction and Self‐Confidence in Critical Care Medicine
Mohammed Ageel
Abstract
Background: Simulation‐based learning (SBL) is increasingly used in medical education to prepare students for clinical practice. This study aimed to evaluate the satisfaction and self‐confidence of final‐year medical students after attending SBL in critical care medicine. Methods: A cross‐sectional study was conducted among 117 final‐year medical students at Jazan University, Saudi Arabia. Participants attended SBL sessions focusing on critical care skills and scenarios. Data were collected using a self‐administered questionnaire, which included demographic information and the Student Satisfaction and Self‐Confidence in Learning Scale. Statistical analyses included descriptive and inferential statistics. Results: The study population comprised 61.54% females and 38.46% males, with a majority aged 24 years. Students who rated their overall learning experience as “Good” showed significantly higher satisfaction (4.20 ± 0.77) and self‐confidence (4.20 ± 0.69) scores. The overall mean scores for satisfaction and self‐confidence were 3.71 ± 0.88 and 3.70 ± 0.87, respectively. A strong positive correlation ( p < 0.001) was found between satisfaction and self‐confidence levels. The highest satisfaction and self‐confidence scores were associated with the variety of learning materials and the instructors’ helpfulness. Conclusion: The SBL intervention was effective in enhancing student satisfaction and self‐confidence in critical care medicine. The strong correlation between satisfaction and self‐confidence highlights the importance of well‐designed SBL programs in preparing medical students for clinical practice in critical care settings.