Table 1.
The perception of participants with regards to the realistic simulation case scenario (RSCS) as a teaching tool.
| Domain | Strongly agree | Agree | Neutral | Disagree | Strongly disagree |
|---|---|---|---|---|---|
| 1. RSCS is more effective in achieving learning objectives | 31 (62.0%) | 15 (30.0%) | 1 (2.0%) | 0 | 3 (6.0%) |
| 2. RSCS gives the best realistic knowledge of critical care management | 24 (48.0%) | 21 (42.0%) | 2 (4.0%) | 0 | 3 (6.0%) |
| 3. RSCS encourages students to participate in the learning process | 32 (64.0%) | 15 (30.0%) | 00 | 00 | 3 (6.0%) |
| 4. RSCS is more exciting and enjoyable than traditional methods | 42 (84.0%) | 5 (10.0%) | 00 | 00 | 3 (6.0%) |
| 5. RSCS encourages students teamwork and acquires interpersonal skills | 31 (62.0%) | 13 (26.0%) | 3 (6.0%) | 00 | 3 (6.0%) |
| 6. RSCS has helped me to develop problem-solving skills related to critical care management. | 26 (52.0%) | 19 (38.0%) | 2 (4.0%) | 3 (6.0%) | 0 |
| 7. RSCS motivated me to do my best work. | 31 (62.0%) | 16 (32.0%) | 00 | 00 | 3 (6.0%) |
| 8. RSCS has improved my analytic skills. | 20 (40.0%) | 25 (50.0%) | 2 (4.0%) | 00 | 3 (6.0%) |
| 9. RSCS has promoted my ability to work as a team member. | 30 (60.0%) | 14 (28.0%) | 1 (2.0%) | 2 (4.0%) | 3 (6.0%) |
| 10. RSCS produced a lot of pressure on me as a student | 3 (6.0%) | 5 (10.0%) | 10 (20.0%) | 26 (52.0%) | 6 (12.0%) |
| 11. RSCS developed my planning ability in work | 19 (38.0%) | 24 (48.0%) | 4 (8.0%) | 0 | 3 (6.0%) |
| 12. RSCS stimulated us to search for various resources by ourselves | 14 (28.0%) | 21 (42.0%) | 10 (20.0%) | 2 (4.0%) | 3 (6.0%) |
| 13. Overall, I was satisfied with the RSCS as a learning method. | 36 (72.0%) | 11 (22.0%) | 00 | 00 | 3 (6.0%) |
RSCS: realistic simulation case scenario.