Factors that shape and influence a program’s decision to implement and apply simulation-based teaching and learning

Strongly agree

Agree

Strongly disagree

Disagree

Total

Educational validity

37 (78.7)

10 (21.3)

47

A means of remedying deficiencies in troubleshooting skills

34 (72.3)

12 (25.5)

1 (2.1)

47

For assessing competency among practitioners

34 (72.3)

11 (23.4)

1 (2.1)

1 (2.1)

47

Valuable tool for permitting students to become familiar with the clinical environment

23 (48.9)

22 (46.8)

1 (2.1)

1 (2.1)

47

As a means to decrease teaching costs and increase access to laboratories

20 (42.6)

20 (42.6)

3 (6.4)

4 (8.5)

47

Difficulties in finding and retaining clinical sites that will train our students

7 (14.9)

29 (61.7)

3 (6.4)

8 (17.0)

47

The relevance of skills gained in a simulation at the educational institution (as institutions maybe using out-of-date-equipment)

27 (57.4)

13 (27.7)

2 (4.3)

5 (10.6)

47

Loss of opportunities for professional socialization that occur within the authentic environment

19 (40.4)

18 (38.3)

3 (6.4)

7 (14.9)

47

For employers and students mutual 'sizing up' prior to employment

28 (59.6)

12 (25.5)

2 (4.3)

5 (10.6)

47

Working with up-to-date techniques and instrumentation

23 (48.9)

22 (46.8)

2 (4.3)

47

Experiencing non-routine aspects of laboratory procedures and patient specimens

26 (55.3)

18 (38.3)

2 (4.3)

1 (2.1)

47

Appreciating the rhythm and challenges of real-life laboratory workflow and the strategies for addressing them

11 (23.4)

34 (72.3)

1 (2.1)

1 (2.1)

47

Gaining a sense of contributing to patient well-being

8 (17.0)

38 (80.9)

1 (2.1)

47

The transferability of technical skills gained through simulation to the workplace

33 (70.2)

12 (25.5)

1 (2.1)

1 (2.1)

47

The growing construction of clinical education is a 'burden' that must be shifted from clinical sites

17 (36.2)

21 (44.7)

3 (6.4)

6 (12.8)

47