Simulation-based training of healthcare students : the student’s point of view

Introduction: Simulation is an active pedagogy that has become an international learning approach used in a wide variety of fields as it promotes group thinking, improvement of teamwork and self-confidence. So, we conducted this study to reveal the strengths and weaknesses of this learning method within the Higher School of Health Science and Technology of Tunis. Material and methods: It’s a descriptive cross-sectional study carried in the Higher School of Health Sciences and Techniques of Tunis (HSHSTT) before the opening of the simulation unit, including the students of the anesthesia-reanimation, Obstetric, and Puericulture departments with their three levels as the target population. Results: Simulation was identified by (48.06%) of students as the most interesting teaching method and (87.6%) affirmed that it is essential for student training as it allows repetition so improvement of the experience and provides more safety for patient. Role-playing is the most known (93%) and the most referred (90.7%) type of simulation at the HSHSTT. Debriefing is the most important part of simulation-based training; however, it was not the most frequent response, only (13.2%) of the participants claimed the debriefing to be the most important part of the simulation. Most participants attended First Aid simulation (CPR 81.39%, Heimlich maneuver 77.51%). The majority of the participants (45.7%) were unsatisfied with the simulation-based approach at HSHSTT due to the lack of equipment (88.4%) and low rate of simulation sessions (79.8%). Most students (42.6%) affirmed that “45min to 1h” is the best duration of a simulation session but in reality, it should be done in 1 and a half to 2 hours. Participants (96.1%) were interested in a complementary study certificate and master’s degree in simulation at HSHSTT due to its importance in emphasizing both theoretical knowledge and psychomotor skills. Conclusion: Our study showed the weaknesses of the simulation base training in the HSHSTT. They could be summarized in the lack of equipment, low rate of simulation sessions, simulation sessions that do not obey the appropriate standards and lack of knowledge concerning the pedagogy of the simulation. But after the opening of the simulation unit in the HSHSTT with a simulation pedagogic committee and a program for tuotors and students, the situation must be better.