What Matters Most to Students in Simulation-Based Education: Voices from Three Philippine State Universities.
6 affiliations
- 1College of Nursing, University of the Philippines Manila, Manila, Philippines.
- 2College of Medicine, University of the Philippines Manila, Manila, Philippines.
- 3College of Dentistry, University of the Philippines Manila, Manila, Philippines.
- 4University of the Philippines Diliman, Quezon City, Philippines.
- 5College of Nursing, West Visayas State University, Iloilo City, Philippines.
- 6University of the Philippines Manila, Manila, Philippines.
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 semi-structured 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.
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BibTeX
@article{paguio2026what,
title = {{What Matters Most to Students in Simulation-Based Education: Voices from Three Philippine State Universities.}},
author = {Jenniffer T Paguio and Aprille C Banayat and Aldin D Gaspar and Maria Julieta C Germar and Bhabita V Murjani and Juan Antonio E Batnag and Emily E Robite and Sheila R Bonito and Michael L Tee},
journal = {Acta medica Philippina},
year = {2026},
month = aug,
doi = {10.47895/amp.v60i15.13860},
url = {https://europepmc.org/article/MED/42924126},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - What Matters Most to Students in Simulation-Based Education: Voices from Three Philippine State Universities.
AU - Jenniffer T Paguio
AU - Aprille C Banayat
AU - Aldin D Gaspar
AU - Maria Julieta C Germar
AU - Bhabita V Murjani
AU - Juan Antonio E Batnag
AU - Emily E Robite
AU - Sheila R Bonito
AU - Michael L Tee
PY - 2026
DA - 2026/08/15
JO - Acta medica Philippina
DO - 10.47895/amp.v60i15.13860
UR - https://europepmc.org/article/MED/42924126
AB - 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 semi-structured 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.
SN - 0001-6071
SN - 2094-9278
ER -