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1- Department of Physiology, RAK Medical and Health Sciences University, Ras Al-Khaimah, UAE , tarighm@gmail.com
2- Department of Physiology, RAK Medical and Health Sciences University, Ras Al-Khaimah, UAE
3- Department of Physiology, Faculty of Medicine, Al-Neelain University, Khartoum, Sudan
2- Department of Physiology, RAK Medical and Health Sciences University, Ras Al-Khaimah, UAE
3- Department of Physiology, Faculty of Medicine, Al-Neelain University, Khartoum, Sudan
Abstract: (44 Views)
Background & Objective: Computer-based simulations are increasingly used in medical education to enhance practical learning. They allow flexible interaction with physiological processes while providing structured, engaging experiences. However, student perspectives on enjoyment, stress, and perceived learning remain underexplored. The aim of this study is to evaluate medical students’ perceptions and experiences of a simulation-based physiology practical session.
Materials & Methods: A descriptive cross-sectional questionnaire-based study was conducted among 94 third-year medical students who completed a physiology practical session via computer-based simulation using the Lt platform (ADInstruments, Australia). A structured questionnaire was used to collect data on students’ experience, covering perceived enjoyment, content comprehension, teacher effectiveness, perceived stress, and skills acquisition. The questionnaire demonstrated excellent internal consistency (Cronbach’s alpha = 0.97). Data were analysed using descriptive statistics and Chi-square tests in SPSS version 28. A p-value < 0.05 was considered statistically significant.
Results: Students reported high levels of enjoyment (92.6%), with significant associations with instructor effectiveness (p < 0.001), student participation (p < 0.001), skill acquisition (p < 0.001), and low perceived stress (p < 0.001). Most students agreed that the learning objectives were met and that the session content was clearly understood.
Conclusion: The findings showed that computer-based practical simulations provide a positive and effective learning environment. Beyond enhancing enjoyment and reducing stress, these platforms support active participation and reinforce skill acquisition. Given the observed advantages, we strongly recommend integrating simulation-based platforms into physiology curricula.
Materials & Methods: A descriptive cross-sectional questionnaire-based study was conducted among 94 third-year medical students who completed a physiology practical session via computer-based simulation using the Lt platform (ADInstruments, Australia). A structured questionnaire was used to collect data on students’ experience, covering perceived enjoyment, content comprehension, teacher effectiveness, perceived stress, and skills acquisition. The questionnaire demonstrated excellent internal consistency (Cronbach’s alpha = 0.97). Data were analysed using descriptive statistics and Chi-square tests in SPSS version 28. A p-value < 0.05 was considered statistically significant.
Results: Students reported high levels of enjoyment (92.6%), with significant associations with instructor effectiveness (p < 0.001), student participation (p < 0.001), skill acquisition (p < 0.001), and low perceived stress (p < 0.001). Most students agreed that the learning objectives were met and that the session content was clearly understood.
Conclusion: The findings showed that computer-based practical simulations provide a positive and effective learning environment. Beyond enhancing enjoyment and reducing stress, these platforms support active participation and reinforce skill acquisition. Given the observed advantages, we strongly recommend integrating simulation-based platforms into physiology curricula.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/07/31 | Accepted: 2025/12/15
Received: 2025/07/31 | Accepted: 2025/12/15
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