Attitude, perception, and experience of simulation-based medical learning: A cross-sectional study of respiratory therapy students in Saudi Arabia.

Simulation-based education (SBE) is increasingly recognized as an effective pedagogical approach in health sciences, fostering technical and interpersonal skills essential for clinical practice. However, limited research has focused on respiratory therapy (RT) students' attitudes toward SBE in Saudi Arabia. This study aimed to evaluate RT students' perceptions, attitudes, and experiences with simulation-based learning across the kingdom. A validated cross-sectional survey, using the KidSIM scale, was conducted to assess attitudes of RT students toward various domains of SBE. Descriptive statistics summarized responses, while t-tests and ANOVA analyzed differences between demographic and academic groups. Multiple linear regression identified key predictors of positive attitudes. A total of 1290 RT students completed the survey, with 64.2% (n = 828) female and 31.1% (n = 401) in their fourth academic year. Over half of the participants (56.9%, n = 734) were enrolled in private universities. Most students reported prior experience with interprofessional education (IPE) simulation activities (83.5%), and 43.5% had a grade point average (GPA) between 3.50 and 4.49. Overall, students demonstrated positive attitudes toward SBE, with a mean KidSIM score of 118 ± 31 out of 150. Multiple linear regression identified gender (β = 3.64, 95% CI: 0.36-6.92, P = .030), academic year (β = 1.65, 95% CI: 0.02-3.29, P = .047), GPA (β = 9.23, 95% CI: 7.29-11.18, P < .001), university sector (β = 9.64, 95% CI: 6.37-12.91, P < .001), and critical care experience (β = 2.65, 95% CI: 1.70-3.60, P < .001) as significant predictors of positive attitudes toward simulation. RT students in Saudi Arabia generally have a positive attitude toward SBE, recognizing it as an effective learning tool, especially for enhancing communication and collaborative skills essential for clinical practice. Progressive integration of simulation throughout RT curricula is recommended to optimize educational outcomes. Future longitudinal studies are needed to explore the long-term impact of SBE on clinical competence and patient care outcomes.