Attitude, perception, and experience of simulation-based medical learning: A cross-sectional study of respiratory therapy students in Saudi Arabia

Abstract

Simulation-based education (SBE) is increasingly recognized as an effective pedagogical approach in health sciences, fostering technical and interpersonal skills essential for clinical practice. However, limited research has focused on respiratory therapy (RT) students' attitudes toward SBE in Saudi Arabia. This study aimed to evaluate RT students' perceptions, attitudes, and experiences with simulation-based learning across the kingdom. A validated cross-sectional survey, using the KidSIM scale, was conducted to assess attitudes of RT students toward various domains of SBE. Descriptive statistics summarized responses, while t-tests and ANOVA analyzed differences between demographic and academic groups. Multiple linear regression identified key predictors of positive attitudes. A total of 1290 RT students completed the survey, with 64.2% (n = 828) female and 31.1% (n = 401) in their fourth academic year. Over half of the participants (56.9%, n = 734) were enrolled in private universities. Most students reported prior experience with interprofessional education (IPE) simulation activities (83.5%), and 43.5% had a grade point average (GPA) between 3.50 and 4.49. Overall, students demonstrated positive attitudes toward SBE, with a mean KidSIM score of 118 ± 31 out of 150. Multiple linear regression identified gender (β = 3.64, 95% CI: 0.36-6.92, P = .030), academic year (β = 1.65, 95% CI: 0.02-3.29, P = .047), GPA (β = 9.23, 95% CI: 7.29-11.18, P < .001), university sector (β = 9.64, 95% CI: 6.37-12.91, P < .001), and critical care experience (β = 2.65, 95% CI: 1.70-3.60, P < .001) as significant predictors of positive attitudes toward simulation. RT students in Saudi Arabia generally have a positive attitude toward SBE, recognizing it as an effective learning tool, especially for enhancing communication and collaborative skills essential for clinical practice. Progressive integration of simulation throughout RT curricula is recommended to optimize educational outcomes. Future longitudinal studies are needed to explore the long-term impact of SBE on clinical competence and patient care outcomes.

Keywords: Saudi Arabia; education; respiratory therapy students; simulation-based learning; teaching.

Figure 1.

Mean KidSIM scale scores of RT students based on academic year. Fourth-year students had the highest mean scores, while second-year students had the lowest. RT = respiratory therapy.

Figure 2.

Mean KidSIM scale scores of RT students based on cumulative GPA. Students with a cGPA of 4.50–5.00 had the highest mean scores, whereas those with a cGPA below 2.50 had the lowest mean scores. GPA = grade point average, RT = respiratory therapy.

Figure 3.

Mean KidSIM scale scores of RT students based on university sector. Students enrolled in a private university demonstrated higher mean scores compared to those in a government university. RT = respiratory therapy.

Figure 4.

Mean KidSIM scale scores of RT students based on previous participation in IPE simulation. Students with prior IPE simulation experience demonstrated higher mean scores compared to those without such experience. IPE = interprofessional education, RT = respiratory therapy.

Figure 5.

Mean KidSIM scale scores of RT students based on previous team-based learning experience. Students with work experience reported the highest mean score, while those with prior seminar experience had the lowest. RT = respiratory therapy.

Figure 6.

Mean total KidSIM scores of RT students based on the duration of critical care experience. Students with longer critical care exposure (>1 month) demonstrated higher mean scores compared to those with shorter or no experience. RT = respiratory therapy.