Exploring medical students’ simulation learning experience in Rwanda: a qualitative study
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| Udgivet i: | BMC Medical Education vol. 25 (2025), p. 1-10 |
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| Andre forfattere: | , , |
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Springer Nature B.V.
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| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 024 | 7 | |a 10.1186/s12909-025-07981-3 |2 doi | |
| 035 | |a 3268438396 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Niyongombwa, Irenee | |
| 245 | 1 | |a Exploring medical students’ simulation learning experience in Rwanda: a qualitative study | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Simulation is a valuable technique in training health professionals, but the availability of resources determines which equipment, trainers, and methods to use in each simulation program. Low-income countries face barriers such as a shortage of trained staff and equipment, inadequate infrastructure, and other context-specific challenges in using simulation for training healthcare professionals. This qualitative study, employing semi-structured interviews, aimed to explore medical students’ experiences with learning by simulation in Rwanda, a low-income country. This is among the first studies to explore simulation-based education from student perspectives in Rwanda. Fifteen (n = 15) medical students (male: n = 12; female: n = 3) provided consent to participate in semi-structured interviews. Despite the many challenges faced by medical students as they engaged in simulation-based learning, study participants demonstrated an interest in learning through simulation. They perceived it as essential in acquiring and enhancing procedural skills in a relaxed and no-stakes learning environment. Additionally, learning by simulation methods helps medical students approach patients confidently, especially those with complex and/or less common medical conditions. Study participants identified organizational issues and limited simulation capacity as significant barriers to the effective implementation of simulation-based medical education in Rwanda. They expressed the need to invest more time and resources in simulation for a more impactful simulation-based training program. Integrating standardized simulation into a formal medical curriculum would address most of the organizational issues encountered and lead to a structured and consistent skills training program throughout undergraduate medical training in Rwanda. | |
| 610 | 4 | |a University of Rwanda Ohio State University | |
| 651 | 4 | |a United States--US | |
| 651 | 4 | |a Ohio | |
| 651 | 4 | |a Rwanda | |
| 653 | |a Enrollments | ||
| 653 | |a Teaching | ||
| 653 | |a Medical education | ||
| 653 | |a Curricula | ||
| 653 | |a Training | ||
| 653 | |a Medical students | ||
| 653 | |a Medical schools | ||
| 653 | |a Simulation | ||
| 653 | |a Reflexivity | ||
| 653 | |a Medical research | ||
| 653 | |a Hospitals | ||
| 653 | |a Data collection | ||
| 653 | |a Trainers | ||
| 653 | |a Qualitative research | ||
| 653 | |a Learning | ||
| 653 | |a Educational Opportunities | ||
| 653 | |a Semi Structured Interviews | ||
| 653 | |a Enrollment | ||
| 653 | |a Researchers | ||
| 653 | |a Interviews | ||
| 653 | |a Structured Interviews | ||
| 653 | |a Native Language | ||
| 653 | |a State Universities | ||
| 653 | |a Skill Development | ||
| 653 | |a Coding | ||
| 653 | |a Data Analysis | ||
| 653 | |a Music Facilities | ||
| 653 | |a Equipment | ||
| 653 | |a Pregnancy | ||
| 653 | |a Familiarity | ||
| 653 | |a Educational Environment | ||
| 653 | |a Learner Engagement | ||
| 653 | |a College Science | ||
| 653 | |a Barriers | ||
| 653 | |a Resource Allocation | ||
| 700 | 1 | |a Sibomana, Isaie | |
| 700 | 1 | |a Wallace, Lorraine S | |
| 700 | 1 | |a Stein, David | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1-10 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3268438396/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3268438396/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3268438396/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |