Determining the Application of Innovative Simulation-Based Medical Teaching and Learning Among Staff in Selected Kenya Medical Training College Campuses offering Medical Laboratory Sciences in Kenya

Abstract

Simulation is a teaching learning and assessment strategy used in medical education to prepare medical laboratory students for clinical practice. Simulation-based learning is aimed at bridging the gap between theory and practice through the use of innovative teaching strategies and thus it is considered the best alternative teaching, learning and assessment tool in preparing medical laboratory students for practical and professional life. Traditional methods of educating medical laboratory students are no longer sufficient in the present times largely influenced by the emergence of new infections, technology, and multimedia. In general, scarce literature supports the use of simulation to benefit medical laboratory student in areas of knowledge, value and realism. However, little emphasis has been placed to make application of the method.  The aim of the study was to determine the extent of the application of innovative simulation-based medical teaching and learning among staff in selected Kenya medical training campuses offering medical laboratory sciences in Kenya, with a view of improving the application of the simulation strategy. The study employed the census sampling technique. Data collection tools were structured questionnaire, interview, checklist and observation which were used for data collection to obtain information from the respondents.  Quantitative data analysis was conducted using the Statistical Package for Social Science (SPSS) software version 22 for windows. Qualitative data was analyzed using content analysis. Both descriptive and inferential statistics particularly the Chi-square test statistics were used in data analysis. P-value was used to test the normality of the spread of the ages. From the findings, majority of the lecturers, 39 (83.0%) indicated that they understood and defined simulated medical laboratory experiences both actual and anticipated. The respondents reported that simulation-based teaching and learning enables them to earn continuous professional development (CPD) points. All the lecturers 47(100%) agreed that educational validity of simulation-based teaching and learning was one among the factors that shaped their decision to implement simulations. The principals cited issues such as untrained simulator instructor staff in MLS, lack of adequate infrastructure, as part of challenges they encountered while implementing innovative simulation-based teaching and learning. From the study, it was concluded that simulation-based teaching and learning was not applied uniformly across the MLS department, indicating a lack of standardization in training hence the knowledge, attitudes as well as skills acquired by the students before they graduate were not in line with the public expectation. There is a need for Kenya Medical Training College (KMTC) management to ensure uniform application of innovative simulation-based teaching and learning across all MLS departments and hence standardization in training of medical laboratory sciences professionals.