Can physiotherapy students develop and portray simulated patients authentically to their peers during an activity aimed at improving communication skills? A mixed methods study

2021 ◽  
Author(s):  
Diane Dennis ◽  
Anne Furness ◽  
Hayley Booth ◽  
Amelia Burton ◽  
Rebecca Jayaprakash ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Communication Skills ◽  
Mixed Methods Study ◽  
Simulated Patients ◽  
Physiotherapy Students

scholarly journals Medical Students’ Experiences and Outcomes Using a Virtual Human Simulation to Improve Communication Skills: Mixed Methods Study (Preprint)

2019 ◽  
Author(s):  
Timothy C Guetterman ◽  
Rae Sakakibara ◽  
Srikar Baireddy ◽  
Frederick W Kron ◽  
Mark W Scerbo ◽  
...  
Keyword(s):  
Health Care ◽  
Mixed Methods ◽  
Medical Students ◽  
Communication Skills ◽  
Health Care Providers ◽  
Mixed Methods Study ◽  
Virtual Human ◽  
Care Providers ◽  
Empathic Communication ◽  
Nonverbal Skills

BACKGROUND Attending to the wide range of communication behaviors that convey empathy is an important but often underemphasized concept to reduce errors in care, improve patient satisfaction, and improve cancer patient outcomes. A virtual human (VH)–based simulation, MPathic-VR, was developed to train health care providers in empathic communication with patients and in interprofessional settings and evaluated through a randomized controlled trial. OBJECTIVE This mixed methods study aimed to investigate the differential effects of a VH-based simulation developed to train health care providers in empathic patient-provider and interprofessional communication. METHODS We employed a mixed methods intervention design, involving a comparison of 2 quantitative measures—MPathic-VR–calculated scores and the objective structured clinical exam (OSCE) scores—with qualitative reflections by medical students about their experiences. This paper is a secondary, focused analysis of intervention arm data from the larger trial. Students at 3 medical schools in the United States (n=206) received simulation to improve empathic communication skills. We conducted analysis of variance, thematic text analysis, and merging mixed methods analysis. RESULTS OSCE scores were significantly improved for learners in the intervention group (mean 0.806, SD 0.201) compared with the control group (mean 0.752, SD 0.198; <italic>F</italic><sub>1,414</sub>=6.09; <italic>P</italic>=.01). Qualitative analysis revealed 3 major positive themes for the MPathic-VR group learners: gaining useful communication skills, learning awareness of nonverbal skills in addition to verbal skills, and feeling motivated to learn more about communication. Finally, the results of the mixed methods analysis indicated that most of the variation between high, middle, and lower performers was noted about nonverbal behaviors. Medium and high OSCE scorers most often commented on the importance of nonverbal communication. Themes of motivation to learn about communication were only present in middle and high scorers. CONCLUSIONS VHs are a promising strategy for improving empathic communication in health care. Higher performers seemed most engaged to learn, particularly nonverbal skills.

scholarly journals The Utility and Value of The Physiotherapy eSkills Training Online Resource During Work-integrated learning: A mixed methods study.

2020 ◽  
Author(s):  
Elisabeth Preston ◽  
Cathy Chapple ◽  
Elizabeth Mayland ◽  
Louise Ada ◽  
Leigh Hale
Keyword(s):  
Mixed Methods ◽  
Learning Style ◽  
Work Hours ◽  
Mixed Methods Study ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Video Footage ◽  
Online Resource ◽  
Work Integrated Learning ◽  
Physiotherapy Students

Purpose: The purpose of this study was to determine the use and value of the Physiotherapy eSkills Training Online resource during work-integrated learning in naïve physiotherapy students. Method: A mixed methods study design was used. Participants: Forty-four final year physiotherapy students participating in neurological work-integrated learning units of study participated in this study. Intervention: Students had access to the Physiotherapy eSkills Training Online resource during their 6-week neurological work-integrated learning unit of study, which includes video footage and written information about 25 practical skills related to the physiotherapy management of stroke. Outcome Measures: Use of the Physiotherapy eSkills Training Online resource was examined by recording the number of hits on the resource, the number of students who accessed it, the number of times each student accessed it, and the time it was accessed. Students’ perception of the value of the resource was explored through semi-structured interviews. Results: There were 46 hits on the resource, by 13 (30%) students during the neurological work-integrated learning unit of study. Ten students accessed the resource twice or more. Double the number of hits occurred outside of work hours compared with during work hours. Qualitative analysis revealed five themes regarding the low usage of the resource by students: content of the resource; learning style; learning behavior and expectations; technical issues; and practical issues. Conclusion: Use of the resource was low, with only a small number of students using the resource on a few occasions. Value of the resource could not be clearly established.

scholarly journals From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

BMC Nursing ◽  
2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Shourangiz Beiranvand ◽  
Sima Mohammad Khan Kermanshahi ◽  
Robabeh Memarian ◽  
Mohammad Almasian
Keyword(s):  
Mixed Methods ◽  
Pilot Study ◽  
Communication Skills ◽  
Clinical Education ◽  
Mixed Methods Study ◽  
Clinical Nursing ◽  
Quasi Experimental ◽  
Part Time ◽  
Competency Based ◽  
Clinical Expert

Abstract Background Transition from a clinical expert nurse to a  part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a  PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. Methods A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. Results After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005). Conclusions This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

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