scholarly journals Simulated patient contributions to enhancing exercise physiology student clinical assessment skills

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Nathan E. Reeves ◽  
Monique C. Waite ◽  
Neil Tuttle ◽  
Andrea Bialocerkowski
Keyword(s):  
Repeated Measures ◽  
Clinical Skills ◽  
Exercise Physiology ◽  
History Taking ◽  
Learning Modules ◽  
Motivation For Learning ◽  
Preparedness For Practice ◽  
Simulation Based ◽  
Two Parameters ◽  
Physiology Students

Abstract Background The aim of this study was to evaluate exercise physiology students’ perceptions of two simulation-based learning modules focused on communication and interpersonal skills during history taking. Methods A prospective, repeated-measures cohort study was conducted with 15 participants. The study evaluated two simulation-based learning modules in a 1-year Graduate Diploma of Exercise Science program. Surveys were administered at four time points: prior to each module and following each module. Students rated their confidence in communication and history taking, and perception of preparedness for practice, motivation for learning, and benefits of undertaking simulation-based learning. Quantitative data were analyzed descriptively and by using repeated measures tests. Qualitative data underwent thematic analyses. Results Students reported a significant improvement in their confidence in communication (P = 0.043) and in two parameters related to history taking (P = 0.034 and 0.035) following the completion of the two modules. There was 96% agreement that the simulation-based learning better prepared students for practice as an exercise physiologist. Significant changes occurred in all aspects of motivation for learning (P ranging from < 0.001 to 0.036) except for usefulness, where there was a ceiling effect (medians of 7 on a 7-point scale). Qualitative analysis demonstrated benefit to participants around themes of experiential learning, realism, opportunity to develop clinical skills, and debriefing. Students also made suggestions with respect to the activity structure of the simulation-based learning modules. Conclusions The results of this study indicated that simulation-based learning employing SPs increased the confidence and preparedness of exercise physiology students for conducting history taking, a requisite exercise physiology skill. Future studies should include behavioral measures of skill attainment and include follow-up evaluation to appraise the application of these skills into clinical practice.

scholarly journals Postdebriefing Supervised Practice Improves Clinical Performance During Simulation-Based Cardiopulmonary Resuscitation Encounter

2020 ◽  
Vol 15 (2) ◽  
pp. 85-92
Author(s):  
Kristin Ann Paloncy
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Athletic Training ◽  
Repeated Measures ◽  
Clinical Performance ◽  
Clinical Skills ◽  
The United States ◽  
Clinical Competency ◽  
Athletic Training Students ◽  
Convenience Sample ◽  
Simulation Based

Context Simulation is commonly incorporated into medical and health programs as a method of skill practice and evaluation and can be effective at improving athletic training student learning outcomes when purposefully designed. Objective The purpose of this study was to determine what level of impact participation in supervised practice after debriefing within a simulation-based cardiovascular emergency scenario using the Laerdal SimMan in a university simulation center in the United States had on athletic training students' clinical performance. Design Quantitative quasi-experimental cohort design with repeated measures study. Patients or Other Participants Convenience sample of undergraduate athletic training students (n = 46) enrolled in a professional program at a university in the Midwest. Intervention(s) Participation in supervised practice of cardiopulmonary resuscitation skills after debriefing in a simulation. Main Outcome Measure(s) Clinical competency with associated cardiopulmonary resuscitation skills using the Laerdal Learning Application software program that interfaces with the simulation hardware. Results There was a statistically significant interaction between groups (F1,10 = 18.70, P &lt; .05, η = 652) indicating participants in the supervised practice after debriefing group were significantly higher (mean = 0.72, SD = 0.05) than those that did not have supervised practice after the debriefing (mean = 0.17, SD = 0.05). Conclusions The design and development of a simulation experience is optimized when there is deliberate consideration of what components and exposure to these learning components will lead to certain outcomes. Even though supervised practice after debriefing has been identified as optional for skill-based simulations, the current study demonstrates that the supervised practice of clinical skills component is vital within emergency cardiovascular simulation encounters for participants to increase clinical competency.

scholarly journals Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Marie-Claire O’Shea ◽  
Nathan E. Reeves ◽  
Andrea Bialocerkowski ◽  
Elizabeth Cardell
Keyword(s):  
Interprofessional Education ◽  
Learning Experience ◽  
Exercise Physiology ◽  
Simulated Patients ◽  
Ability To Work ◽  
Interprofessional Teams ◽  
Allied Health Students ◽  
Simulation Based ◽  
Nutrition And Dietetics ◽  
Physiology Students

Abstract Background Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations. Methods Ten nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick’s (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour. Results The students’ confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students. Conclusion The overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.

scholarly journals A Pediatric Cardiology Fellowship Boot Camp improves trainee confidence

2016 ◽  
Vol 26 (8) ◽  
pp. 1514-1521 ◽  
Author(s):  
Catherine K. Allan ◽  
Paul Tannous ◽  
Elizabeth DeWitt ◽  
Michael Farias ◽  
Laura Mansfield ◽  
...  
Keyword(s):  
Pediatric Cardiology ◽  
Clinical Skills ◽  
Exercise Physiology ◽  
Boot Camp ◽  
Learning Objectives ◽  
Cardiac Pathology ◽  
Knowledge And Skills ◽  
Paediatric Cardiology ◽  
Simulation Based ◽  
Hands On

AbstractIntroductionNew paediatric cardiology trainees are required to rapidly assimilate knowledge and gain clinical skills to which they have limited or no exposure during residency. The Pediatric Cardiology Fellowship Boot Camp (PCBC) at Boston Children’s Hospital was designed to provide incoming fellows with an intensive exposure to congenital cardiac pathology and a broad overview of major areas of paediatric cardiology practice.MethodsThe PCBC curriculum was designed by core faculty in cardiac pathology, echocardiography, electrophysiology, interventional cardiology, exercise physiology, and cardiac intensive care. Individual faculty contributed learning objectives, which were refined by fellowship directors and used to build a programme of didactics, hands-on/simulation-based activities, and self-guided learning opportunities.ResultsA total of 16 incoming fellows participated in the 4-week boot camp, with no concurrent clinical responsibilities, over 2 years. On the basis of pre- and post-PCBC surveys, 80% of trainees strongly agreed that they felt more prepared for clinical responsibilities, and a similar percentage felt that PCBC should be offered to future incoming fellows. Fellows showed significant increase in their confidence in all specific knowledge and skills related to the learning objectives. Fellows rated hands-on learning experiences and simulation-based exercises most highly.ConclusionsWe describe a novel 4-week-long boot camp designed to expose incoming paediatric cardiology fellows to the broad spectrum of knowledge and skills required for the practice of paediatric cardiology. The experience increased trainee confidence and sense of preparedness to begin fellowship-related responsibilities. Given that highly interactive activities were rated most highly, boot camps in paediatric cardiology should strongly emphasise these elements.

Development of Core Clinical Learning Competencies for Australian Exercise Physiology Students

2020 ◽  
Vol 9 (1) ◽  
pp. 1-9
Author(s):  
Jacqueline Raymond ◽  
Rebecca Sealey ◽  
Fiona Naumann ◽  
Kieron Rooney ◽  
Timothy English ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Physical Activity Intervention ◽  
Lifestyle Modification ◽  
Exercise Physiology ◽  
Clinical Learning ◽  
Clinical Environment ◽  
Clinical Placements ◽  
Entry Level ◽  
Learning Competencies ◽  
Physiology Students

ABSTRACT Background: Clinical placements and assessment are an essential part of education to become a health professional. However, quality assessment in a clinical environment is challenging without a clear representation of what constitutes competence. The aim of this study was to establish core clinical learning competencies for Australian exercise physiology students. Methods: This study used a mixed-methods, multiphase approach. The competencies were developed following electronic surveys and focus groups, with additional refinement provided by the project team. Preliminary validation was conducted via electronic survey where (i) participants rated the importance of each unit of competency for entry-level practice, and (ii) participants who had recently graduated (n = 23) rated the extent to which they perceived they were competent in each unit. Results: The competencies are described as 19 elements organized into 6 units. The units are (i) communication, (ii) professionalism, (iii) assessment and interpretation, (iv) planning and delivery of an exercise and/or physical activity intervention, (v) lifestyle modification, and (vi) risk management. Of 126 survey participants, the majority (93%–98%) considered each unit as being important for entry-level practice. The majority (78%–95%) of recent graduates considered themselves competent in each unit, suggesting the competencies are articulated around the level of a new practitioner. Conclusion: The core clinical learning competencies resulted from an extensive, iterative process involving those with expertise in the area. The competencies have a range of applications, including informing the development of a student placement assessment tool for use in a clinical placement environment.

A New Grid Multi-Scroll Chaotic System and the Simulation Based on Labview

2012 ◽  
Vol 538-541 ◽  
pp. 2666-2669
Author(s):  
Yong Huang
Keyword(s):  
Chaotic System ◽  
Chaotic Attractor ◽  
Step Function ◽  
Simulation System ◽  
Unstable System ◽  
Simulation Based ◽  
Two Parameters ◽  
The Way

In order to get the grid Multi-Scroll in the two directions, based on a simple unstable system, the way of the combination of the translational transform and step function was put forward to make the scrolls extending in the x and y directions in this paper. The quantity of scrolls can be controlled by two parameters N and M. A simulation system was designed with Labview to simulate grid Multi-Scroll chaotic system, it demonstrates the existence of grid Multi-Scroll chaotic attractor.

Medical students’ perceptions of the effectiveness of integrated clinical skills sessions using different simulation adjuncts

2016 ◽  
Vol 40 (4) ◽  
pp. 514-521 ◽  
Author(s):  
Muhammad Zafar
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Response Rate ◽  
Clinical Skills ◽  
Medical Curricula ◽  
Effective Implementation ◽  
Simulation Based

Simulation-based integrated clinical skills sessions have great potential for use in medical curricula. Integration is central to simulation efficacy. The aim of this study was to obtain medical students' perceptions toward effectiveness of integrated clinical skills sessions by using different simulation adjuncts and to know the challenges/obstacles encountered toward the implementation of such sessions. A study was conducted to obtain anonymous feedback from male ( n = 156) and female ( n = 179) medical students in years 2 and 3 during the 2014–2015 academic sessions at Alfaisal University about their perceptions of the effectiveness of integrated clinical skills sessions, uses of simulation adjuncts, and obstacles encountered toward the effective implementation of such sessions. The response rate was 93.4. Factor analysis showed data being valid and reliable. Cronbach’s α-values for effectiveness of sessions, use of simulation adjunct, and obstacles encountered were 0.97, 0.95, and 0.95, respectively. We conclude that students perceived positively the effectiveness of integrated clinical skills sessions as well as the use of simulation adjuncts, especially SPs. They suggested overcoming the obstacles and limitations of simulation. They highly valued the role of the facilitators in achieving effective sessions.

Use of concept mapping in an undergraduate introductory exercise physiology course

2012 ◽  
Vol 36 (3) ◽  
pp. 197-206 ◽  
Author(s):  
Kim Henige
Keyword(s):  
Blood Pressure ◽  
Student Success ◽  
Concept Mapping ◽  
Concept Maps ◽  
Exercise Physiology ◽  
Learning Opportunities ◽  
Acute Response ◽  
Acute Increase ◽  
Cardiorespiratory Endurance ◽  
Physiology Students

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O2 consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.

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