Role-play simulation in Australian entry-level physiotherapy clinical education: a qualitative evaluation involving students, staff, actors and administrators

Purpose: This research examines 1 year of cross-sectional, Canada-wide ratings from clinical instructors using the Canadian Physiotherapy Assessment of Clinical Performance (ACP) and analyzes the performance profiles of physiotherapy students’ performance ratings over the course of their entry-to-practice clinical placements. Method: Canadian physiotherapy programmes that use the ACP were invited to submit anonymized, cross-sectional data for placements completed during 2018. Descriptive analyses and summary statistics were completed. Mixed-effects modelling was used to create typical performance profiles for each evaluation criterion in the ACP. Stepwise ordered logistic regression was also completed. Results: Ten programmes contributed data on 3,290 placements. Profiles were generated for each ACP evaluative item by means of mixed-effects modelling; three profiles are presented. In all cases, the predicted typical performance by the end of 24 months of study was approximately the rating corresponding to entry level. Subtle differences among profiles were identified, including the rate at which a student may be predicted to receive a rating of “entry level.” Conclusions: This analysis identified that, in 2018, the majority of Canadian physiotherapy students were successful on clinical placements and typically achieved a rating of “entry level” on ACP items at the end of 24 months.

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Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

Journal of Comparative Social Work ◽

10.31265/jcsw.v8i1.92 ◽

2013 ◽

Vol 8 (1) ◽

pp. 6-40 ◽

Cited By ~ 2

Author(s):

Kati Vapalahti ◽

Miika Marttunen ◽

Leena Laurinen

Keyword(s):

Social Work ◽

Problem Solving ◽

Social Issues ◽

Role Play ◽

Social Work Students ◽

Teaching Experiment ◽

Face To Face ◽

Quasi Experimental ◽

Alcohol And Drug Abuse ◽

Role Play Simulation

This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

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Counseling Function of Academic Coordinators of Clinical Education from Select Entry-Level Physical Therapy Educational Programs

Physical Therapy ◽

10.1093/ptj/62.4.470 ◽

1982 ◽

Vol 62 (4) ◽

pp. 470-476 ◽

Cited By ~ 1

Author(s):

Paulette M Kondela-Cebulski

Keyword(s):

Physical Therapy ◽

Clinical Education ◽

Educational Programs ◽

Entry Level

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Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

Psychiatric Bulletin ◽

10.1192/pb.bp.113.044396 ◽

2014 ◽

Vol 38 (5) ◽

pp. 204-210 ◽

Cited By ~ 5

Author(s):

Aaron K. Vallance ◽

Ashish Hemani ◽

Victoria Fernandez ◽

Daniel Livingstone ◽

Kerri McCusker ◽

...

Keyword(s):

Virtual Worlds ◽

Learning Experience ◽

Role Play ◽

Role Playing ◽

Evaluation Study ◽

Child And Adolescent Psychiatry ◽

Added Value ◽

Nominal Group ◽

Small Group Teaching ◽

Role Play Simulation

Aims and methodTo develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants' attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.ResultsParticipants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implicationsThe study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

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