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Learner Satisfaction with Simulation-Based Education and Associated Factors among Undergraduate Regular Midwifery Students at Harar Health Sciences College, Haramaya and Dire Dawa Universities, Eastern Ethiopia.

Abdusamed Mohammed

Background: Simulation-based education using low to high fidelity techniques are common in midwifery professionals’ education and it is found to be a good alternative to fill the gaps in skill teaching and learning. Acquisition of clinical skills and its retention when ongoing practice is offered is determined by the reactions, interpretations as well as perceptions of the students in which learner satisfaction is the central element.

Objectives: The aim of this study was to assess the learner satisfaction with simulation-based education and associated factors among undergraduate regular midwifery students at Harar health sciences college, Haramaya and Dire Dawa universities, Eastern Ethiopia.

Methods: An institutional based cross-sectional study was conducted from April up to May 2018. The study population comprised all 3^rd and 4^th year undergraduate regular midwifery students. The data was collected through English, Amharic and Afan Oromo version self-administer questionnaire and the data entry was done by using Epi-info version-3.5.3 and analyzed by using SPSS version-20 software package. Bivariate and multivariate logistic regressions were used to identify factors associated with learner satisfaction and the degree of association was measured by using odds ratio with 95% confidence interval.

Results: The total of 244 third and fourth year midwifery students were recruited in the study and the findings showed that the proportion of learner satisfaction with simulation-based education is 70.95%. The effort of teachers in assisting their students during skill demonstration (AOR=5.622 (2.359-13.398), the suitability of the way of teaching to the learning styles of students (AOR=22.391 (10.770-37.529) and the availability of enough skill practicing programs per semester (AOR=2.344 (1.032-5.322) were statistically significantly associated factors with satisfaction in simulation-based education.

Conclusion: The study supports there is an important role of effort of teachers’ assistance, the suitability of way of teaching to learning styles and having enough time and program to practice what has been learned theoretically might gratify not only in simulation but also in actual patient care. Even though the level of satisfaction of simulation based learning among midwifery students is high when compared to recent previous study conducted in our country, proposing the means to get better teachers’ assistance, counter parting the teaching and learning styles at simulation based education as well as planning enough skill practicing programs per semester is needed.