ArticleBMC medical education2025
Experiences and perceptions of students and faculty with clinical simulation in Uganda: an exploratory study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Exploring the moral status of cadavers through artificial intelligence: a thematic analysis of AI-based perspectives in anatomy education.Philosophy, ethics, and humanities in medicine : PEHM · 2026Article
- "I had fear when I was coming in; I am confident now": Transition experiences of newly qualified nurses and midwives in Uganda.BMC nursing · 2025Article
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Abstract
introductionThe use of clinical simulation in Uganda is still low. Experiences regarding the use of simulation in low-resource settings like Uganda have not been widely explored. We aimed to explore the experiences and perceptions of students and faculty regarding simulation in teaching undergraduate students. MATERIALS AND
methodsThe study was conducted at Busitema and Lira Universities in Uganda. We conducted 20 in-depth interviews with the faculty staff and 10 focus group discussions with undergraduate Nursing, Midwifery, Medical and Anesthesia students. Braun and Clarke's interpretative, situated and pragmatic framework was used in sample size determination. We obtained ethical clearance for the study. Thematic analysis was used to analyse the data.
findingsWe identified three themes from the data:1) Variable conceptualization of simulation 2) Concerns about realism; and 3) Perceived benefits of simulation. Some viewed simulation as unrealistic, while others thought it felt like a real clinical experience. Simulation was perceived to be more idealistic because it had all the equipment for simulation which differed from the clinical settings which may sometimes lack critical equipment. Simulation was perceived to provide room for mistakes and immediate feedback, boost confidence and self-efficacy, enhance clinical competence, enhance interpersonal behavioral skills, and be more practical. It was seen to prepare students for clinical placement. Although simulation was considered readily convenient and accessible for students, concerns were raised regarding the relevance of simulation in a setting with a high volume of patients for students learning. Divergent views were expressed regarding the transferability of skills from simulation to clinical settings.
conclusionStudents perceived simulation to be beneficial for their learning. However, concerns about the realism, relevance, and transferability of skills from simulation to clinical settings were noted. Clarifying preconceived notions against the use of simulation will enhance its utilisation in educational settings where simulation is not readily embraced. CLINICAL TRIAL NUMBER: Not applicable.
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