The Effectiveness of Using Simulated Patients versus Videotapes of Simulated Patients to Teach Clinical Skills to Occupational and Physical Therapy Students

1997 ◽  
Vol 17 (3) ◽  
pp. 159-172 ◽  
Author(s):  
Lili Liu ◽  
Phyllis Schneider ◽  
Masako Miyazaki
Keyword(s):  
Physical Therapy ◽  
Group Process ◽  
Clinical Skills ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Physical Therapy Students ◽  
Group Participation ◽  
Rating Form ◽  
Treatment Plans ◽  
Occupational And Physical Therapy

Seventy-three occupational and physical therapy students participated in two seminars. In one seminar, students interacted directly with a simulated patient; in the other, students viewed a videotape of a simulated patient interacting with a clinician. Each student submitted the following for each seminar: a list of problems and treatment plans, a rating form indicating satisfaction with group participation, and a rating form indicating satisfaction with topics covered. Within-group comparisons showed that identification of patient problems by the students tended to agree with expert clinicians in the simulated patient condition when compared with the videotape condition although this difference failed to reach significance ( P=0.056). More of the student treatment plans agreed with expert clinicians in the videotape condition when compared with the simulated patient condition ( P<0.01). Both group process and content ratings in the simulated patient condition exceeded those in the videotape condition.

Comparing Moral Reasoning Across Graduate Occupational and Physical Therapy Students and Practitioners

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411500076p1
Author(s):  
Brenda Howard ◽  
Cheyenne Kern ◽  
Olivia Milliner ◽  
Lindsey Newhart ◽  
Sarah Burke
Keyword(s):  
Physical Therapy ◽  
Moral Reasoning ◽  
Physical Therapy Students ◽  
Occupational And Physical Therapy

An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study

2017 ◽  
Vol 31 (3) ◽  
pp. 317-324 ◽  
Author(s):  
Erin M. Thomas ◽  
Melinda F. Rybski ◽  
Tonya L. Apke ◽  
Deb A. Kegelmeyer ◽  
Anne D. Kloos
Keyword(s):  
Physical Therapy ◽  
Survey Study ◽  
Physical Therapy Students ◽  
Occupational And Physical Therapy

scholarly journals Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Érica de Matos Reis Ferreira ◽  
Rafael Zambelli Pinto ◽  
Paula Maria Machado Arantes ◽  
Érica Leandro Marciano Vieira ◽  
Antônio Lúcio Teixeira ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Trait Anxiety ◽  
Clinical Examination ◽  
Salivary Cortisol ◽  
Self Efficacy ◽  
Physiological Stress ◽  
Clinical Skills ◽  
Pearson Correlation ◽  
Objective Structured Clinical Examination ◽  
Physical Therapy Students

Abstract Background Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. Design Concurrent mixed methods study. Methods A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. Results Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. Conclusions A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students’ confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance.

Metadiscourse, materiality and morality in communication skills training with simulated patients

2021 ◽  
Vol 16 (3) ◽  
Author(s):  
Grace Peters
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Skills Training ◽  
The United States ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training

Simulated patients (also known as standardized patients) are commonly employed by institutions of medical education to train medical students and assess their communication skills. This article demonstrates that such patients are not translational devices that enact prima facie standards of communication skills as laid out by the institutions that use them, but rather metadiscursively transform communication practices. This is shown via a case study that closely examines a series of interactions between a simulated patient and a third-year medical student during a practice exam designed for the United States Medical Licensing Examination Step 2 Clinical Skills. I use discourse analysis to show how communication skills are transformed in three practices: (1) simulated consultations between standardized patients and medical students; (2) spoken evaluations offered by standardized patients after simulated consultations between standardized patients and medical students; and (3) written evaluations offered by standardized patients in assessment forms. In particular, by attending to how a simulated patient makes the act of draping the patient a relevant communication skill, I explicate the material elements and moral implications of clinical communication. Finally, I consider the instructive role simulated patients play in medical education and how their standards build on and often stand in contrast to communication skills techniques. I conclude by making practical suggestions for communication skills training with simulated patients in medical education.

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