Students’ perceptions of transdisciplinary simulation-based learning in hybrid postgraduate sport and health sciences programmes

Introduction This observational, descriptive, cross-sectional study aimed to examine students’ self-perceived transversal competencies and their satisfaction following participation in a transdisciplinary simulation-based activity, embedded within six hybrid postgraduate programmes in sport and health sciences. Methods This design was employed with 339 postgraduate students enrolled in six master's programmes at the Real Madrid Graduate School—Universidad Europea. Participants completed self-report questionnaires assessing self-perceived transversal competencies (Competence Development Questionnaire) and their evaluation of the simulation experience. Descriptive statistics and nonparametric analyses (Kruskal–Wallis, Mann–Whitney U) were used to examine differences by academic programme, continent of origin, age, employment status, and prior simulation experience. Results Results showed moderate to high self-perceived competency levels, with adaptability, teamwork, and responsibility receiving the highest ratings. The simulation received generally positive evaluations (NPS of +19), with high scores for professional preparedness and likelihood of recommendation. Significant differences were observed across master's programmes for digital and practical sports competencies, across continents for leadership, assertiveness, and business-related competencies, and across age groups for entrepreneurial thinking, business experience, and advanced planning of the activity. No differences were found by employment status. Discussion These findings indicate that students perceived the transdisciplinary simulation as professionally relevant and educationally valuable. However, controlled longitudinal studies incorporating objective performance measures are needed to determine its effects on competency development.