Simulation-Based Education in Low-Income Countries: Overcoming Challenges

Strategic Insights -

Researchers at Ohio State University conducted a qualitative study exploring medical students' experiences with simulation-based learning in Rwanda, a low-income country. The study aimed to explore the effectiveness of simulation-based education in acquiring and enhancing procedural skills in medical students. Despite the challenges faced by medical students, the study found that they perceived simulation-based learning as essential in developing confidence in approaching patients with complex medical conditions.

Key Takeaways:

  • Medical students in Rwanda perceived simulation-based learning as essential in acquiring and enhancing procedural skills in a relaxed and no-stakes learning environment.
  • The study found that simulation-based learning helps medical students approach patients confidently, especially those with complex and/or less common medical conditions.
  • Organizational issues and limited simulation capacity were identified as significant barriers to the effective implementation of simulation-based medical education in Rwanda.
  • Study participants expressed the need to invest more time and resources in simulation for a more impactful simulation-based training program.
  • Integrating standardized simulation into a formal medical curriculum would address most of the organizational issues encountered and lead to a structured and consistent skills training program throughout undergraduate medical training in Rwanda.
  • The study highlights the need for investing in simulation-based education to overcome the challenges faced by medical students in low-income countries.

The study focused on the experiences of 15 medical students (male: n = 12; female: n = 3) who participated in semi-structured interviews. The research was conducted by researchers at Ohio State University, led by Irenee Niyongombwa, and published in the journal BMC Medical Education.

Statistics:

  • 15 medical students participated in the study, with 12 males and 3 females.
  • The study found that simulation-based learning helps medical students approach patients confidently, especially those with complex and/or less common medical conditions.
  • Organizational issues and limited simulation capacity were identified as significant barriers to the effective implementation of simulation-based medical education in Rwanda.

Sources:

  • Niyongombwa, I., et al. (2025). Exploring medical students' simulation learning experience in Rwanda: a qualitative study. BMC Medical Education, 25(1), 1414. DOI: 10.1186/s12909-025-0351-6
  • BMC Medical Education. (2025). BMC Medical Education. Retrieved from
  • NewsRx LLC. (2025, October 31). Researchers at Ohio State University Release New Data on Education (Exploring medical students' simulation learning experience in Rwanda: a qualitative study). Health & Medicine Week, 632.