The Effectiveness of Using Simulated Patients versus Videotapes of Simulated Patients to Teach Clinical Skills to Occupational and Physical Therapy Students

Abstract

The results of this study suggest that the use ofsimulated patients in fi1cilitating group process and content was viewed by occupational and physical therapy students to be more [aoorable than the useof videotapes. AbstractSeventy-three occupational and physical therapy students participated in two seminars. In oneseminar, students interacted directly with a simulat-

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

“…The design of cases has included textbased cases, actors portraying clients, live interviews of clients, and videotapes of therapists and patients. These have been presented in classrooms as well as over internet platforms (Bazyk & Jeziorowski, 1989;Liu et al, 1997;Lysaght & Bent, 2005;Neistadt & Smith, 1997;Neistadt, Wight, & Mulligan, 1998;VanLeit, 1995). Consistent with literature in related disciplines, occupational therapy student satisfaction has been reported with instructional methods that use case-based reasoning and with learning outcomes that included knowledge acquisition, skill development, and readiness for fieldwork (Cook & Triola, 2009;Lysaght & Bent, 2005;Tomlin, 2005).…”

“…Case-based learning has been a staple of graduate and undergraduate education in a variety of health disciplines (Curran et al, 2008;Jonassen & Hernandoz-Serrano, 2002;Kaddoura, 2011;Kolodner, 1997;Thistlethwaite et al, 2012;Williams, 2009) and in occupational therapy (Bazyk & Jeziorowski, 1989;Liu et al, 1997;Lysaght & Bent, 2005;Neistadt & Smith, 1997;VanLeit, 1995). And although there is evidence for the use of this educational model, this evidence has not linked casebased learning specifically to clinical reasoning in occupational therapy in the past (Boyt Schell & Schell, 2008;Falk-Kessler & Ciaravino, 2006;Lederer, 2007;Mattingly, 1991;Rogers, 1983;Unsworth & Baker, 2016;Vogel et al, 2009).…”

“…This allows for consideration of the individual client in occupational therapy evaluation and interventions. The format of these cases have historically included written or text-based cases, videotaped patients, simulated or standardized patients, and stories elicited from former occupational therapy clients (Bazyk & Jeziorowski, 1989;Liu, Schneider & Miyazaki, 1997;Lysaght & Bent, 2005;Neistadt & Smith, 1997;VanLeit, 1995). All of these methods have theoretical foundations in case-based reasoning, a model that may be useful for understanding the cognitive process that occupational therapists use in performing clinical reasoning.…”

A mixed methods study of student perceptions of using standardized patients for learning and evaluation

“…Clinical skills can be taught and evaluated in a variety of ways including clinical education and use of a standardized patient (SP), also referred to as a simulated patient. An SP refers to “a healthy person who has been carefully trained to realistically portray a patient in a reproducible fashion” 4. These actors are provided with comprehensive training and reproduce appropriate physical symptoms, relevant history, and emotional responses consistent with a structured clinical scenario 5.…”

A quantitative approach to measure occupational therapist–client interactions: a pilot study

“…Although it is used presently by occupational therapy training institutes to teach clinical skills (24) its similar use in research into therapist-client interaction is limited. In the present study, actors were trained to simulate specific client experiences; both disease elements and personal situations were emphasized (25,26).…”