Challenging conversations with simulated patients

Dennis, Diane; Furness, Anne; Parry, Sharon

doi:10.1111/tct.12620

Cited by 7 publications

(7 citation statements)

References 10 publications

(11 reference statements)

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“…A wide spectrum of simulation-based learning activities may be utilized in the training of healthcare professionals [ 3 ]. At Curtin University, discrete simulation-based learning activities dispersed throughout the physiotherapy curriculum have demonstrated positive student outcomes [ 4 – 6 ]. Immersive simulation, which fully reflects the interaction between therapist and patient in the clinical environment, provides a valuable learning environment in which students can engage in learning experiences that effectively prepare them for the transition to working and learning in the clinical setting [ 3 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice

et al. 2018

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BackgroundNovice students may have limited learning opportunities during their early exposure to complex clinical environments, due to the priorities of patient care. Immersive, high-fidelity simulation provides an opportunity for physiotherapy students to be exposed to relatively complex scenarios in a safe learning environment before transitioning to the clinical setting. The present study evaluated the influence of immersive simulation on student confidence and competence.MethodsSixty penultimate year physiotherapy students completed an 18-day full-time immersive simulation placement. The placement involved students spending 6 days working in each of three core practice areas (cardiopulmonary, musculoskeletal, neurological) in which they interacted with simulated patients portrayed by professional role-play actors. The patient scenarios were developed by groups of expert practitioners and incorporated full documentary and imaging information. Students completed a questionnaire to evaluate their confidence in the clinical environment at the start and completion of each 6-day rotation. Their clinical competence was evaluated at the end of each 6-day rotation using the Assessment of Physiotherapy Practice (APP) tool. In a secondary analysis, the clinical competence of this cohort was evaluated in comparison to a matched cohort of students from the same year group that had not completed an immersive simulation placement.ResultsStudent confidence improved significantly in each 6-day rotation (p < 0.001); however, it reduced again at the commencement of the next rotation, and there was no cumulative improvement in confidence over the 18-day placement (p = 0.22). Students who had completed the immersive simulation placement achieved higher APP (p < 0.001) scores in an evaluation of their competence to practice during their subsequent clinical placement.ConclusionImmersive simulation provides a beneficial learning environment to enable physiotherapy students to transition from university-based education to working in the clinical environment.Electronic supplementary materialThe online version of this article (10.1186/s41077-018-0062-9) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice

et al. 2018

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“…Up to 25% of clinical placement experiences may be replaced by SBE without compromising student learning [28, 29]. Changes to student attitudes have also been reported following SBE [30–33], including improved motivation to learn [30] and improved awareness of physiotherapy core values [32, 33]. Students have generally viewed SBE as a positive learning experience [2, 14, 20, 25, 34–40] and while this does not equate to an actual learning effect, it may influence motivation to learn [41].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2019

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BackgroundThe 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.MethodsThree 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.ResultsFor 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.ConclusionSBE 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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“…7,22 The use of high-fidelity simulation has been found to positively influence motivation for learning in physical therapy curricula, particularly for millennial students who prefer and expect more interactive learning. 25 Researchers also report high levels of student satisfaction with high-fidelity simulation as a teaching modality and increased confidence, self-efficacy, and perceived readiness for acute care practice after high-fidelity simulation activities. 1-6,9…”

Section: Review Of Literaturementioning

confidence: 99%

Classroom-Based Simulation: Participants and Observers Perceive High Psychological Fidelity and Improved Clinical Preparedness

Miale¹,

Silberman²,

Kupczynski³

2021

JOPTE

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Introduction. High-fidelity simulationbased learning experiences (SBLEs) can improve student confidence for clinical practice, but there are several barriers to incorporating these activities into physical therapy program curricula. Review of Literature. Studies have explored high-fidelity acute care SBLEs in simulation laboratories, but little is known about the effectiveness of low-cost classroom-based SBLES in physical therapy education. Additionally, there is a gap in the literature related to the role of the active observer during SBLEs in physical therapy education. e purpose of this study was to uncover student perspectives about participating as both participant and observer in classroom-based SBLEs and the impact of this experience on preparedness for acute care clinical practice. Subjects. Subjects included a convenience sample of first-year doctor of physical therapy (DPT) students. Methods. Students participated in a series of classroom-based SBLEs as part of a firstyear DPT course. is mixed methods study included focus groups to qualitatively analyze student perspectives of classroom-based SBLEs and a pre-post quasi-experimental design to evaluate changes in perceived self-efficacy for acute care clinical practice before and after a series of classroom-based SBLEs using the Acute Care Confidence Survey (ACCS).Results. Quantitative data analysis (n = 60) revealed a statistically significant increase in perceived self-efficacy for the total ACCS (Z = 26.250, P < .000) and all 4 subscales from presimulation to postsimulation. Qualitative data analysis (n = 22) revealed 4 primary themes related to participating in classroom-based SBLEs: (1) psychological fidelity-it felt real; (2) promotes clinical reasoning for participants and observers;(3) stimulates self-reflection and observational learning; and (4) fosters self-efficacy for future clinical practice. Conclusion. Classroom-based SBLEs can provide a high-fidelity and cost-effective means of exposing students to a range of clinical situations that engage all participants in experiential learning through both direct participation and active observation.

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Challenging conversations with simulated patients

Cited by 7 publications

References 10 publications

The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice

The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice

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

Classroom-Based Simulation: Participants and Observers Perceive High Psychological Fidelity and Improved Clinical Preparedness

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