Abstract

Introduction: Clinical simulation has become a key educational strategy in health sciences, promoting critical thinking, technical proficiency, and decision-making. In Midwifery education, it supports the development of clinical competencies in a safe, structured environment. Understanding students' perceptions of simulation-based learning is essential for continuous curricular improvement. Methods: A descriptive, observational study was conducted among 171 Obstetrics students at Universidad Vina del Mar during the second semester of 2024. Participants had previous exposure to high-fidelity simulation scenarios at the university's Center for Health Training and Innovation (CEIS). Data were collected using a validated perception survey with Likert-scale items. Descriptive statistics, correlation analyses, and regression models were applied using GraphPad Prism 9.0. Results: The survey showed excellent internal consistency (Cronbach's alpha coefficient= 0.94). Overall, student perception was highly positive: over 70% Agreed or Strongly Agreed on the educational value of simulation. Items related to critical thinking, decisionmaking, and clinical competence received the highest scores (>80% positive responses). A weak but statistically significant inverse correlation was found between academic year and perception scores (r = -0.20, p = 0.0054), suggesting a slight decline in perception among senior students. Conclusion: Obstetrics students perceive high-fidelity clinical simulation as a valuable and effective educational tool. The method supports both course-level learning and professional competencies. While satisfaction remains high across academic levels, refinement in scenario design and instructor training may enhance its impact, especially for advanced students. These findings reinforce the role of simulation in competency-based midwifery education.