Table 5 Faculty members’ perceptions toward simulation-based education

Faculty members’ perceptions toward simulation-based education:

1

I enjoy my teaching more when I use simulation

27 (21.6%)

57 (45.6%)

32 (25.6%)

2 (1.6%)

7 (5.6%)

125 (100%)

2

Students show more interest when I use simulation tools

35 (28%)

57 (45.6%)

24 (19.2%)

-

9 (7.2%)

125 (100%)

3

Simulation is an effective assessment tool to evaluate students’ learning

37 (29.6%)

56 (44.8%)

23 (18.4%)

-

9 (7.2%)

125 (100%)

4

Simulation-based teaching can improve learning outcomes

49 (39.2%)

49 (39.2%)

14 (11.2%)

-

13 (10.4%)

125 (100%)

5

There is more freedom to learn in a simulated environment than learning in real wards or clinics

24 (19.2%)

48 (38.4%)

35 (28%)

2 (1.6%)

16 (12.8%)

125 (100%)

6

Standardized patient is the best tool for teaching communication skills

24 (19.2%)

62 (49.6%)

23 (18.4%)

-

16 (12.8%)

125 (100%)

7

Simulation-based education improves patient safety

30 (24%)

59 (47.2%)

24 (19.2%)

-

12 (9.6%)

125 (100%)

Determine anxiety of faculty members toward simulation-based education:

8

I need extra support to function effectively in simulation-based teaching

28 (22.4%)

60 (48%)

26 (20.8%)

-

11 (8.8%)

125 (100%)

9

I face problems in managing students in simulated teaching

9 (7.2%)

28 (22.4%)

66 (52.8%)

1 (0.8%)

21 (16.8%)

125 (100%)

10

It takes more time to plan teaching with simulation tools rather than with real patients in student learning

17 (13.6%)

52 (41.6%)

36 (28.8%)

1 (0.8%)

19 (15.2%)

125 (100%)

11

I avoid the integration of simulation in my courses

14 (11.2%)

20 (16%)

49 (39.2%)

7 (5.6%)

35 (28%)

125 (100%)

12

Interaction with standardized patients makes students communicate in an artificial manner with real patients

18 (14.4%)

56 (44.8%)

33 (26.4%)

2 (1.6%)

16 (12.8%)

125 (100%)

Faculty members’ perception toward the integration of simulation in education:

13

Simulation should be a part of the medical curriculum and not a stand-alone activity

29 (23.2%)

61 (48.8%)

16 (12.8%)

3 (2.4%)

16 (12.8%)

125 (100%)

14

Simulation-based activities should be introduced in the undergraduate curriculum from year 1

24 (19.2%)

42 (33.6%)

35 (28%)

1 (0.8%)

23 (18.4%)

125 (100%)

15

Simulation tools are the best choice for teaching my subject area

23 (18.4%)

28 (22.4%)

61 (48.8%)

1 (0.8%)

12 (9.6%)

125 (100%)

16

My institute supports the integration of simulation

22 (17.6%)

43 (34.4%)

45 (36%)

2 (1.6%)

13 (10.4%)

125 (100%)

17

I have easy access to the facilities needed to assist me in the integration of simulation in my teaching

13 (10.4%)

33 (26.4%)

50 (40%)

5 (4%)

24 (19.2%)

125 (100%)

18

I need formal training to integrate simulation into the curriculum

29 (23.2%)

57 (45.6%)

17 (13.6%)

5 (4%)

17 (13.6%)

125 (100%)