Abstract
Background: Simulation has been part of clinical skills education since 1950s. However the use of simulated learning as a popular educational methodology is becoming widespread due to several drivers aimed at improving patient safety and learner competence. The aim of this study was to firstly examine the best available evidence on the critical factors promoting simulated learning in clinical practice. And secondly, to identify and analyse the perceived barriers hindering the effect of simulated learning.
Methods: A quasi experimental pre-test post-test design was employed to compare learner perception of barriers hindering the simulated learning experience. A total of eighty two post registration staff attending a clinical skills training program participated in the study.
Results: Pre- test findings revealed that the following barriers were perceived as significant by more than half the sample population ; identified lack of familiarity with the equipment (65.4%), fear of looking foolish (62.2%), inaccurate reflection of ability (57.3%), time pressures in undertaking the skill efficiently (56.1%), deficient knowledge in undertaking the skill correctly (54.3%), intimidating environment due to practice being observed (53.6%), lack of realism (51.8%) and fear of peer judgements (50%).The post- test results interestingly revealed significant changes in perception scores for most of the identified barriers. The success of simulated learning as an educational methodology relies on a carefully planned and appropriately implemented learning experience featuring the key characteristics that promote its effectiveness.
Conclusion: The success of simulated learning as an educational methodology relies on a carefully planned and appropriately implemented learning experience featuring the key characteristics that promote its effectiveness.