Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students

Purpose: The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensureachieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered.This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, aroundselected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb’s experientiallearning cycle.Methods: This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. Thegenerated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based uponconstructivist epistemology. NVivo was utilized to facilitate text Fragments’ coding and categorization.Results: Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequentialphases of the SBE experience. The “input” theme referred to the resources needed for the SBE process, and included three categories:facilities, personnel, and teaching materials. The second theme included steps of SBE “process”: pre-brief, simulation, and debrief.The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reportedinstant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effectson the empathy and professionalism were reported.Conclusion: SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of theindividual learners, and their experiences and learning environments, holds potential in enhancing communication skills amongpost-graduate dental students.