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 ◽  
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.

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.

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 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. 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.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

scholarly journals The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education

2020 ◽  
Vol 26 (9) ◽  
pp. 1213-1229
Author(s):  
José Martín-Núñez ◽  
Susana Sastre ◽  
José Peiró ◽  
José Hilera
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Mobile Application ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Academic Major ◽  
Management Systems ◽  
Fully Integrated ◽  
Learning Management ◽  
The Web

The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.

scholarly journals Hybrid Team-Based learning in cardiorespiratory physiotherapy education

2020 ◽  
Author(s):  
Shakila Devi Perumal
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Experience ◽  
Scientific Evidence ◽  
Phase 1 ◽  
Chronic Obstructive ◽  
Allied Health Education ◽  
Obstructive Pulmonary Disease ◽  
Team Based Learning

Background: Todays modern and future cardio-respiratory physiotherapists are, and will be, presented with ubiquitous and uncertain complex problems in professional life. Yet, to date, teaching approaches lack robust scientific evidence of optimal learning to stimulate students active cognitive engagement of higher-order skills beyond knowledge and skills transfer and are only focused on graduation. For the past two decades, pedagogy recommends the use of active learning strategies to enhance authentic student engagement, self-efficacy, and satisfaction. In recent years, team-based learning (TBL) is emerging as a popular student-centered active collaborative learning strategy that promotes individual and team learning in medical and allied health education. Objective: This paper reports on the design and impact of the novel Hybrid Team-Based learning" (H-TBL) on students engagement and perceptions of their learning experience in a Year 2 undergraduate physiotherapy Cohort. Study Design : A retrospective study. Methods: In 2019, a keynote lecture on Chronic Obstructive Pulmonary Disease (COPD) was taught using a novel hybrid team-based learning" (H-TBL) comprising phases 1-4, delivered in two sessions (COPD1 and 2) to our year two (n=136), undergraduate physiotherapy students. Results: Of 136 students, 82% engaged in Phase 1, 80% attended Phase 2, and 3 of COPD 2 sessions, and 74% engaged in phase 4. 72% provided their perception of their learning experience. Conclusion: The majority of our students valued the learning experience in H-TBL design. This study confers that H-TBL supports students active engagement and self- efficacy. Future randomized studies are mandated to explore the validity and specificity of H-TBL in the physiotherapy curriculum.

Establishing the Link Between Usability and Student Satisfaction in Adaptive Online Learning

2016 ◽  
Vol 60 (1) ◽  
pp. 1976-1980 ◽  
Author(s):  
Thomas A. Stokes ◽  
Douglas J. Gillan ◽  
Jeffery P. Braden
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Online Courses ◽  
Learning Experience ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Course Delivery ◽  
Web Pages ◽  
Usability Metrics ◽  
Work Done

Online courses present a new element to learners in college courses. Interfaces (web pages) take the place of an instructor as the primary information delivery system. In other words, a student’s learning experience is now tied to the quality of a course’s human- computer interaction. One emerging method of online course delivery is an adaptive course that tailors to individual students needs, abilities, or preferences. There has been much work done on the algorithms that allow the course to adapt to individual students, but there seems to be a lack of research into the usability of these interfaces and how their quality affects student performance and satisfaction. This paper presents some of the data that was collected in a larger, grant-supported project and establishes relationships between usability metrics (ease of use and perceived usefulness) and student satisfaction and outcome measures in adaptive-online courses.

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