Clinical medicine lecturers' perceptions of simulation-based training and its utilisation at Kenya Medical Training College
DOI:
https://doi.org/10.51867/AQSSR.3.4.57Keywords:
Simulation-based training, faculty perceptions, clinical medicine education, utilization, Kenya Medical Training CollegeAbstract
Simulation-based training (SBT) is an established educational approach for strengthening clinical competencies in healthcare education. However, its utilisation among clinical medicine lecturers at Kenya Medical Training College (KMTC) remains inconsistent. Guided by Rogers' Diffusion of Innovations Theory, particularly the relationship between the persuasion and implementation stages, this study assessed lecturers' perceptions of SBT and their association with its utilisation. An analytical cross-sectional survey was undertaken among clinical medicine lecturers across KMTC campuses. A sample of 154 lecturers was determined using Yamane’s formula, and data from 153 respondents were analysed. A structured questionnaire assessed perceived educational value, compatibility with clinical medicine teaching, perceived barriers, and reported SBT utilisation. Descriptive statistics and simple linear regression were used. Most respondents agreed that SBT was relevant to clinical medicine education (90.8%), could improve teaching quality (94.1%), aligned with competency-based education (87.6%), and was more effective than traditional methods for preparing students for clinical practice (82.4%). However, 83.7% agreed that lack of training limited their confidence in using SBT, and 54.9% reported time constraints. Perceptions were positively associated with utilisation (β = 0.366; R² = 0.134; adjusted R² = 0.128; F[1, 151] = 23.354; p < 0.001), explaining 13.4% of its variation. Clinical medicine lecturers reported favourable perceptions of SBT despite training and time-related concerns. The association with utilisation was modest, indicating that perceptions alone accounted for only a small proportion of differences in reported practice. Targeted faculty development and improved opportunities to incorporate simulation into teaching are warranted.
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Copyright (c) 2026 Kennedy Kinyua Njeru, Catherine A. L. Omasaja, Nafisa Bakari, Gladys Ndung’u, Victoria Koi, Carey Francis Okinda, David Wafula, Hellen Mwangi, Leonida Toroitich, Lilly O. Wakhungu, David K. Ngunjiri, Samwel Giteru, Oglah Chepchirchir, Dika Boru, Patrick Ndegwa, Kennedy Kiambati, Felistus Vinji, Geoffrey Korir, Annacieta Njeri Njagi, Daniel Cheruiyot, Kenneth Njue Njeru, Kamau Riccarda E. Wanjiru, Zippora Okoth, Jackson Mwangi
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