scholarly journals The Role of Simulated Patient in Physiotherapy Education: A Review Article

2021 ◽  
Author(s):  
Mohammad Javaherian ◽  
Narges Dabbaghipour ◽  
Mahboobeh Khabaz Mafinejad ◽  
Nastaran Ghotbi ◽  
Amir Ali Khakneshin ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Full Text ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Simulated Patients ◽  
Simulation Based ◽  
Skills Education ◽  
Clinical Reasoning Skills ◽  
Real Patients

Introduction: Using Simulated Patients (SPs) in clinical skills education is a common method of training students to improve their skills for future client encounters. This systematic review aims to provide an overview of the SP strategy in Physical Therapy (PT) education. Materials and Methods: PubMed, Scopus, and Web of Science databases were searched from January 1980 up to November 2019. Different keywords related to the topic were selected using MeSH. Any types of quantitative study design which had used simulation-based learning in physical therapy were eligible for inclusion. Two reviewers read studies and appraised them critically. Results: A total of 1049 abstracts were retrieved and after reviewing the full-text paper, 11 full- text articles met the inclusion criteria. These studies had used simulated patients for various objectives, including replicate different aspects of knowledge, self-perceived skills, real clinical practice, attitudes, and feasibility. Based on the result of studies, SP as an educational technique can improve student’s clinical reasoning skills, communication, and motivation in  a safe environment. Conclusion: SP is a useful learning strategy to deliver learning activities in medical education and physical therapy curricula, facilitating feedback on students’ performance with opportunities to interact with real patients and environments.

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.

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Background The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Methods Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. Results For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p <  0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

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.

scholarly journals Virtual Delivery of Simulation Education to Undergraduate Medical Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Kay Wu ◽  
Alex Chan ◽  
Avinash Pandey ◽  
Puru Panchal ◽  
Maroof Khalid ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Learning Experience ◽  
Simulated Patients ◽  
Clinical Environment ◽  
Undergraduate Medical Students ◽  
Promising Tool ◽  
Virtual Care ◽  
Simulation Based

Background: The COVID-19 pandemic has restricted in-person clinical training for medical students. Simulation-based teaching is a promising tool to introduce learners to the clinical environment. MacSim is a student-led simulation workshop for learners to develop clinical competencies. The objective of this study was to assess the impacts of MacSim and participants' perspectives regarding simulation-based teaching. Methods: A comprehensive simulation, representative of a virtual care scenario, was delivered to 42 pre-clerkship medical students via video conferencing. In pairs, participants obtained histories and carried out management plans for simulated patients. Participants were surveyed and interviewed. Survey data were analyzed using the Wilcoxon signed-ranks test. Interview transcript data were thematically analyzed. Results: Post-simulation, participants (n=24) felt more prepared to make clinical decisions, collaborate, and communicate in a virtual setting. 92% of respondents agreed MacSim was a valuable learning experience and 96% agreed more simulation-based learning should be integrated into curricula. Emergent themes from interviews (n=12) included: 1) value of simulation fidelity, 2) value of physician feedback, and 3) effectiveness of MacSim in improving virtual clinical skills. Conclusion: Simulation-based teaching is of importance and educational value to medical students. It may play an increasingly prevalent role in education as virtual care is likely to become more prevalent.

scholarly journals The effect of simulation-based education on student self-efficacy in the physiotherapy assessment and management of paediatric patients: An observational study

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Placements ◽  
Simulation Based

Abstract The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an additional educational strategy, and despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric clients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether SBE improves student performance and how SBE compares to standard educational methods.

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Physiotherapy students have limited opportunities to develop competency in paediatric physiotherapy due to the lack of paediatric clinical placements. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Background The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy.Methods Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session.Results For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme.Conclusion SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

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