The simulation assessment tool limiting assessment bias (SATLAB): A student perspective from a South African university

Abstract

Background. Clinical simulation in healthcare education for teaching, learning and assessment is growing. Debate continues regarding the reliability and validity in simulation-based teaching, learning and assessment and the intersect of the three domains. The Simulation Assessment Tool Limiting Assessment Bias (SATLAB) seeks to bridge the gap between the classroom, the clinical environment and assessment. SATLAB uses competency outcome descriptors specific to an outcome or intervention, ranked on a six-point scale of competence, to define expected student performance for each component of a clinical simulation. 
Objective. To explore student perceptions of the SATLAB as a tool within simulation-based teaching, learning and assessment.
Method. The study followed a quantitative, cross-sectional design that used a purpose-designed online questionnaire hosted on the university’s learning management system. Data were collected using purposive sampling from second- to fourth-year students. Quantitative data were analysed using SPSS. A total of 43 responses were received, representing a response rate of 45%.
Results. Overall feedback from student respondents was positive. Respondents indicated that SATLAB addressed several perceived challenges in simulation-based teaching, learning and assessment and helped bridge the gap between the classroom, the clinical environment and the assessment domain.
Conclusion. The findings of this study demonstrate that SATLAB is positively perceived, with student buy-in among those exposed to its use. On this basis, SATLAB may be considered a student-centred method of teaching, learning and assessment within clinical simulation