Students' Perception About Simulation-Based Learning as A Teaching Tool in Medical Education at A Tertiary Care Hospital, Assam

Objectives: The primary objective of this study was to evaluate the perception and satisfaction of medical students regarding the use of simulation-based learning in their medical education. Methods: This prospective cross-sectional study was conducted among medical students from first-year to final-year MBBS at Silchar Medical College and Hospital, Assam. A total of 100 students participated in the study, which was conducted over one month. A self-developed, pre-tested questionnaire, consisting of demographic details and Likert-scale questions, was used to gather data. The questionnaire assessed students’ previous experience with SBL, its perceived effectiveness, and the impact on various aspects of their learning. Data were analyzed using Microsoft Excel, with descriptive statistics applied to summarize the responses. Results: The study found that 80% of students enjoyed learning in a simulation environment, and 78% found it intellectually stimulating. About 85% of students agreed that SBL offered an effective way to learn basic medical sciences. Additionally, 70% of students felt that SBL prepared them for real-world clinical situations. While 30% of students reported some stress in the simulated environment, 70% indicated that SBL became their preferred learning method. Furthermore, 75% of students recognized the value of patient simulators as a useful addition to learning with real patients, and 68% felt that SBL helped improve their communication skills. Conclusion: The findings suggest that simulation-based learning is highly regarded by medical students, with significant benefits in terms of engagement, clinical skill development, and communication. Despite some concerns regarding stress, the overall sentiment indicates strong support for incorporating more simulation-based sessions in the curriculum. The study highlights the need for further integration of SBL in medical education to improve students’ preparedness for real-world clinical practice.