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

Hough, Judith; Levan, Daniel; Steele, Michael; Kelly, Kristine; Dalton, Megan

doi:10.1186/s12909-019-1894-2

Cited by 27 publications

(21 citation statements)

References 47 publications

(65 reference statements)

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“…Additionally, clinical simulations have demonstrated that students improve 'confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills, evaluating and modifying interventions, and interprofessional practice' [26].…”

Section: Introductionmentioning

confidence: 99%

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

et al. 2021

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Background Low back pain (LBP) is a condition with a high global prevalence, which is getting health professionals’ attention, including physiotherapists as they must have the skills to provide treatment that increases the patient’s quality of life. Clinical simulations could be a pedagogic strategy that facilitates adequate training for students to acquire skills to improve their professional reasoning in this clinical situation. Objective This study sought to determine the effects of clinical simulations with simulated patients (SP) on the physiotherapy students’ clinical decision-making within a role-playing (RP) scenario while caring of LBP patients. Methods This experimental study included 42 participants from two Colombian universities, randomized into two groups (SP, n = 21; RP, n = 21). The clinical skill of performing the Objective Structured Clinical Examination (OSCE-LBP) was evaluated while students cared for patients with LBP; after that, a pedagogical method was conducted that included clinical simulation and, finally, the OSCE-LBP was applied again to compare both groups. Results Changes occurred in the OSCE-LBP among both groups of students: the scores increased (0.66 and 0.59 in RP and SP, respectively), and neither of the two was superior (p value 0.01; 95%CI − 0.21 to 0.23). Conclusion Both types of simulation favor decision-making in professional reasoning in physiotherapy students during interactions with individuals with LBP. Trial registrationhttps://clinicaltrials.gov/ct2/show/NCT04428892 Identifying number: NCT04428892. It was retrospectively registered.

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Section: Introductionmentioning

confidence: 99%

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

et al. 2021

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“…A variety of educational modalities (e.g., face-to-face, simulation, clinical experiential) and interventions are documented to improve self-efficacy among students (Hough et al, 2019) and clinicians alike (van Dinther et al, 2011). Positive changes in self-efficacy translate to improvements in clinical skill confidence and decision-making, better treatment preparation and planning, more effective communication skills, a better ability to evaluate and modify interventions, and greater preparedness to work with interprofessional partners (Hough et al, 2019).…”

Section: Influence Of Knowledge and Beliefs About Trauma-informed Carementioning

confidence: 99%

Changes in knowledge, beliefs, self-efficacy, and affective commitment to change following trauma-informed care education for pediatric service providers.

Berg‐Poppe¹,

Abdellatif²,

Cerny³

et al. 2022

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: As organizations strive to build trauma-informed care (TIC) systems, further understanding of individual and organizational characteristics that may impact implementation is needed. The objective of this study was to assess changes in affective commitment, beliefs, foundational knowledge, and selfefficacy following completion of a TIC curriculum for a group of interprofessional pediatric service providers. Understanding effects of training on the perceptions of organizational support held by participants was also central to our inquiry. Method: A quasi-experimental pre/post design was used to assess the effectiveness of a curriculum comprising a required prereading component and a 4-hour interactive educational experience. The in-person session was designed to prompt a full appreciation of the impact of traumatic events on brain development and the long-term consequences of traumatic stress and historical trauma. Professionals recruited from several Midwestern pediatric service organizations completed pre-and posteducation surveys, answering questions on the Affective Commitment to TIC scale, Beliefs about Trauma subscale, Foundational Knowledge subscale, Principal Support for TIC, and TIC Self-Efficacy subscale. Results: Findings suggest that the proposed TIC curriculum effectively increased participants' TIC beliefs, knowledge, and self-efficacy as well as their perceptions of organizational support. Conclusions: We propose that TIC trainings tailored to the specific needs of the target audience hold potential toward promoting systemic organizational change among pediatric agencies. Clinical Impact StatementGrowth, development, and adaptive behaviors can be disrupted in children through adverse childhood experiences. Trauma-informed care (TIC) approaches are essential to educational, social welfare, medical, and mental health system interventions, but poorly organized systems that silo professionals and stratify institutional structures remain barriers to the delivery of TIC. The study implemented training emphasizing culturally focused TIC perspectives to affect changes in affective commitment, beliefs, knowledge, and self-efficacy among an interprofessional group of pediatric service providers. Improvements were noted in all variables. The training showed promise in influencing organizational change through heightened perceptions of organizational support and improved self-efficacy.

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“…In Pasupathy and Bogschutz (2013), the act of 'doing' or gaining clinical experience assisted in building students' confidence levels which directly fostered their self-efficacy beliefs. More recently, Hough et al (2019) found that physiotherapy students identified positive changes in their self-efficacy in the assessment and treatment of paediatric cases within a simulation-based education setting. The current study's findings that engagement in academic learning and simulation-based learning activities result in increased comfort and decreased anxiety levels, may provide a unique opportunity to increase speech-language pathologists' comfort in working with people who stutter.…”

Section: Practical Experiences Assist Students To Feel More Comfortable and Less Anxious In Stuttering Managementmentioning

confidence: 99%

Speech–language pathology students’ perceptions of simulation‐based learning experiences in stuttering

Penman

Hill

Hewat

et al. 2021

Intl J Lang & Comm Disor

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Background: Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stutteringspecific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. Aims:To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. Methods & Procedures:This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety 1132

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

Cited by 27 publications

References 47 publications

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

Simulation in physiotherapy students for clinical decisions during interaction with people with low back pain: randomised controlled trial

Changes in knowledge, beliefs, self-efficacy, and affective commitment to change following trauma-informed care education for pediatric service providers.

Speech–language pathology students’ perceptions of simulation‐based learning experiences in stuttering

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