What Matters Most to Students in Simulation-Based Education: Voices from Three Philippine State Universities
DOI:
https://doi.org/10.47895/Keywords:
Abstract
Background. Simulation-based education (SBE) has expanded in Philippine health professions programs, particularly among state universities and colleges (SUCs) supported by national and institutional capacity-building initiatives. Despite this growth, limited local evidence describes how Filipino students experience and learn through simulation across varying institutional contexts.
Objective. This study explored undergraduate dentistry, medicine, and nursing students’ experiences of SBE in SUCs and examined how simulation influenced their learning and professional development.
Methods. An exploratory-descriptive qualitative study was conducted in three SUCs representing academic programs in which SBE ranged from newly implemented to well integrated. Purposive sampling recruited students with substantive participation in simulation activities. Eight focus group discussions (n = 47) were conducted using a semistructured guide informed by Kolb’s Experiential Learning Theory. Data were analyzed through inductive qualitative content analysis within a constructivist approach, with paired coding, iterative comparison, and team consensus to generate themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed in the writing of this paper.
Results. Across institutions, students described SBE as a structured, psychologically safe learning space that strengthened clinical reasoning, communication, teamwork, and reflective practice. Authenticity of scenarios, faculty facilitation, and structured debriefing were central to meaningful learning. Differences in institutional resources and program maturity influenced perceived realism and depth of engagement. Students highlighted simulation’s role in building confidence and bridging theory to practice within resource-variable contexts.
Conclusions. In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students. Sustained institutional investment in faculty development, scenario design, and reflective debriefing is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Author Biographies
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Jenniffer T. Paguio, PhD, RN, College of Nursing, University of the Philippines Manila, Manila, Philippines
Professor, College of Nursing
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Aprille C. Banayat, MA (Nursing), RN, College of Nursing, University of the Philippines Manila, Manila, Philippines
Maternal and Child Nursing Specialty Group
Assistant Professor
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Aldin D. Gaspar, MSc, MHC, MN, RN, College of Nursing, University of the Philippines Manila, Manila, Philippines
Adult Health Nursing
Assistant Professor
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Maria Julieta C. Germar, MD, DHPEd, College of Medicine, University of the Philippines Manila, Manila, Philippines
Department of Obstetrics and Gynecology
Professor
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Bhabita V. Murjani, DDM, MHPEd, College of Dentistry, University of the Philippines Manila, Manila, Philippines
Associate Professor
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Juan Antonio E. Batnag, University of the Philippines Diliman, Quezon City, Philippines
Project Staff
SIMULA Project
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Emily E. Robite, MAN, RN, College of Nursing, West Visayas State University, Iloilo City, Philippines
Faculty, College of Nursing
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Sheila R. Bonito, DrPH, RN, College of Nursing, West Visayas State University, Iloilo City, Philippines
Professor and Dean
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Michael L. Tee, MD, University of the Philippines Manila, Manila, Philippines
Professor, College of Medicine
Chancellor