A simulation exercise received generally positive ratings from 339 postgraduate students in sport and health sciences.
The observational study measured perceptions rather than demonstrated improvements in professional skills.
What researchers studied
Researchers examined a transdisciplinary activity within six hybrid master’s programmes at the Real Madrid Graduate School–Universidad Europea in Spain.
The sample comprised 339 students who completed questionnaires after participating.
The cross-sectional design measured self-perceived transversal competencies and evaluations of the simulation.
Researchers used descriptive statistics and nonparametric tests to compare responses across programmes, regions of origin, ages, employment statuses and previous simulation experience.
What they found
Participants generally evaluated the exercise favourably, producing a net promoter score of +19.
Adaptability, teamwork and responsibility received relatively high self-perceived competency ratings, while students reported seeing professional relevance in the activity.
Some ratings differed by programme, continent of origin and age group, including areas related to digital sport competencies, leadership, assertiveness and entrepreneurial thinking.
No significant differences were found by employment status in the reported comparisons.
What it means
These findings describe how students viewed their experience, not whether the activity caused measurable gains.
Positive feedback can nevertheless help educators understand whether an exercise feels relevant and identify aspects needing refinement.
Simulation-based teaching may provide opportunities for students from different professional backgrounds to work through shared decisions.
Programme designers could use participant feedback alongside direct observation, performance assessment and comparisons with other methods.
Important limitation
Student satisfaction should not be mistaken for professional competence.
Self-perceived skills can differ from independently assessed ability, and a positive recommendation score does not establish that an activity improves future workplace performance.
The study used self-report data collected at one point within a specific institution and group of programmes.
Without baseline measures or a controlled comparison, causal effects cannot be determined.
The authors call for longitudinal controlled research with objective performance measures.
Source Information
Study: Students’ perceptions of transdisciplinary simulation-based learning in hybrid postgraduate sport and health sciences programmes
Authors: Krizia Radesca-Fabiano; Almudena Montalvo-Pérez; Simone Nomie Sato; María Luisa Martín-Sánchez
Journal / Source: Frontiers in Education
Published: 9 November 2026
