Advances in Medical Education and Practice (Jun 2021)
Simulation-Based Peer-Assisted Learning: Perceptions of Health Science Students
Abstract
Muna Aljahany,1 Haifaa Malaekah,2 Hayat Alzahrani,1 Fatimah Alhamadah,3 Wireen Leila Dator4 1Clinical Sciences Department, Faculty of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia; 2Department of Surgery, Dr.Sulaiman Alhabib Hospital, Altakhasussi, Riyadh, Saudi Arabia; 3Department of Surgery, King Abdullah bin Abdulaziz University Hospital, Riyadh, Saudi Arabia; 4Faculty of Nursing, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi ArabiaCorrespondence: Haifaa MalaekahPrincess Nourah Bint Abdulrahman University, Airport Road, Riyadh, 11564, Saudi ArabiaTel +966118238711Email [email protected]: Since 2010, simulation-based learning has become increasingly popular as a well-recognized method of learning used by medical undergraduates in clinical settings. However, the relatively new concept of simulation-based peer-assisted learning has not yet been widely accepted, so it has not been well documented. Therefore, this study evaluated the perceived advantages of simulation-based peer-assisted learning among health professions students and interns and their acceptance of this new concept of learning from a student-instructor.Methods: This was a pilot study conducted with 11 students in various health profession fields at Princess Nourah bint Abdulrahman University (PNU). The students were given a comprehensive lecture on simulation scenario development and were assigned to four separate interdisciplinary teams for a practical session on simulation scenario writing. Then, they each completed a questionnaire seeking their opinion concerning their experience and concept understanding.Results: The results confirmed the advantages of interprofessional simulation-based peer-assisted learning as it helped in understanding the process as perceived by the study participants. All students expressed their willingness and enthusiasm to use simulation as a technique for peer-assisted learning.Conclusion: The study affirms the importance of developing student teachers’ teaching skills at an institutional level. The future implementation of simulation-based peer-assisted learning is dependent on the students’ awareness of the concept. By exploring a new dimension of medical education, the student teachers could expand their horizon of exposure to holistic case management and interactive learning and equip themselves with practical communication skills to excel in a real-world setting.Keywords: peer-assisted learning, simulation-based learning, student teachers, interprofessional education, teaching skills
