Introduction:
Educational methods involving medical simulation are widespread and standard tools, appreciated by both medical students and educators.

Aim of the research:
To investigate the opinions of students of selected medical study programs concerning medical simulation (MS)-based classes.

Material and methods:
A survey questionnaire was conducted on 254 students of medicine, nursing, and paramedicine. The questionnaire consisted of 10 closed questions and one open-ended question, in which respondents could suggest changes to improve the quality of MS-based classes.

Results:
Most respondents (87%) felt that MS-based classes facilitated learning and the acquisition of practical skills. For nearly 83% of respondents, the number of MS-based classes was insufficient. According to 85% of students, MS-based classes increased their involvement in classes. Most students (92%) appreciated ‘debriefing’ as a component of the simulation but believed that this element of MS needed to be improved to achieve particular learning outcomes. Next, the results were analysed by comparing them in groups according to the medical study programme. The main differences concerned interdisciplinarity, number of hours of MS-based classes, and the role of simulation in medical education. Answers given to the open-ended question highlighted the need to extend theoretical knowledge as part of preparation for MS-based classes, to thoroughly explain technical aspects of available equipment, to increase teachers’ preparation given the specificity of the classes, and to master ‘debriefing’ techniques.

Conclusions:
Students value MS-based classes. However, their quality should be improved to optimally capitalise on the benefits of this method and to achieve expected learning outcomes.