Objective: Since 2010, simulation-based learning has become increasingly popular as a well-recognized method of learning used by medical undergraduates in clinical settings. However, the relatively new concept of simulation-based peer-assisted learning has not yet been widely accepted, so it has not been well documented. Therefore, this study evaluated the perceived advantages of simulation-based peer-assisted learning among health professions students and interns and their acceptance of this new concept of learning from a student-instructor.
Methods: This was a pilot study conducted with 11 students in various health profession fields at Princess Nourah bint Abdulrahman University (PNU). The students were given a comprehensive lecture on simulation scenario development and were assigned to four separate interdisciplinary teams for a practical session on simulation scenario writing. Then, they each completed a questionnaire seeking their opinion concerning their experience and concept understanding.
Results: The results confirmed the advantages of interprofessional simulation-based peer-assisted learning as it helped in understanding the process as perceived by the study participants. All students expressed their willingness and enthusiasm to use simulation as a technique for peer-assisted learning.
Conclusion: The study affirms the importance of developing student teachers’ teaching skills at an institutional level. The future implementation of simulation-based peer-assisted learning is dependent on the students’ awareness of the concept. By exploring a new dimension of medical education, the student teachers could expand their horizon of exposure to holistic case management and interactive learning and equip themselves with practical communication skills to excel in a real-world setting.

Keywords: peer-assisted learning, simulation-based learning, student teachers, interprofessional education, teaching skills


中文翻译：

---

基于模拟的同伴辅助学习：健康科学专业学生的看法

目标：自 2010 年以来，基于模拟的学习作为医学本科生在临床环境中使用的一种公认的学习方法越来越流行。然而，基于模拟的同伴辅助学习这一相对较新的概念尚未被广泛接受，因此没有得到很好的记录。因此，本研究评估了健康专业学生和实习生对基于模拟的同伴辅助学习的感知优势，以及他们对这种从学生导师那里学习的新概念的接受程度。
方法：这是一项针对 Nourah bint Abdulrahman 公主大学 (PNU) 各个健康专业领域的 11 名学生进行的试点研究。学生们接受了关于模拟场景开发的综合讲座，并被分配到四个独立的跨学科团队进行模拟场景编写的实践课程。然后，他们每个人都完成了一份问卷，征求他们对他们的经验和概念理解的意见。
结果：结果证实了基于跨专业模拟的同伴辅助学习的优势，因为它有助于理解研究参与者所感知的过程。所有学生都表达了将模拟作为同伴辅助学习技术的意愿和热情。
结论：该研究肯定了在机构层面培养学生教师教学技能的重要性。基于模拟的同伴辅助学习的未来实施取决于学生对该概念的认识。通过探索医学教育的新维度，学生教师可以扩展他们对整体案例管理和互动学习的视野，并为自己配备实用的沟通技巧，以便在现实世界中脱颖而出。

关键词：同伴辅助学习，基于模拟的学习，学生教师，跨专业教育，教学技能