Introducing Simulation Based Learning Activities to Physiotherapy Course Curricula

Abstract

Background: Whilst relatively new in physiotherapy, simulation has been used in various medical and nursing programs to develop manual and communication skills and clinical reasoning. The primary aim of this study was to develop and introduce simulation activities into the physiotherapy curricula at an Australian University and evaluate students' motivation to learn. The secondary aim was to evaluate differences in perceived value between first and second year students. Methods: During 2014, first and second year physiotherapy students at Curtin University, Western Australia enrolled in three units had the opportunity to participate in newly developed simulated scenarios as part of their program. On completion of these novel learning activities, students were invited to undertake the Instructional Materials Motivation Scale (IMMS) questionnaire. Results: Total IMMS scores for the three units (147, 137 and 156) indicated that overall, students found the simulation based learning activities motivating. First year students found that simulation gained their attention and was more enjoyable than second year students. Conclusions: As motivation entices people to learn and to complete activities, there may be great potential for improved learning outcomes using this modality in physiotherapy curricula, especially in the first year of the program.

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

“…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 ].…”

Fi̇zyoterapi̇ Ve Rehabi̇li̇tasyon Eği̇ti̇mi̇nde Si̇müle Hasta Kullaniminin Öğrenme Moti̇vasyonu Ve Öğrenci̇ Geri̇ Bi̇ldi̇ri̇mleri̇ne Etki̇si̇: Randomi̇ze Kontrollü Çalişma

“…Dennis ve ark. 'nın FTR birinci ve ikinci sınıf öğrencilerine yaptıkları simülasyon oturumlarını karşılaştırdıkları çalışmalarında (30), her iki sınıfın da bizim çalışmamıza benzer şekilde ÖMMÖ puanları verdiği rapor edilmiştir (30). Ancak, birinci sınıfların daha yüksek değerler verdikleri gözlenmiştir (30).…”

“…'nın FTR birinci ve ikinci sınıf öğrencilerine yaptıkları simülasyon oturumlarını karşılaştırdıkları çalışmalarında (30), her iki sınıfın da bizim çalışmamıza benzer şekilde ÖMMÖ puanları verdiği rapor edilmiştir (30). Ancak, birinci sınıfların daha yüksek değerler verdikleri gözlenmiştir (30). Bu nedenle FTR eğitiminin erken dönemindeki simülasyon uygulamalarının öğrencileri motive etmede daha başarılı olabileceğini belirtmişlerdir (30).…”

‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes

“…A number of studies show that simulation-based training improves the learners' learning process and learning outcome, e.g. the learners' motivation (Dennis, Sainsbury, Redwood, Ng & Furness, 2016) and ability for reflection (Poikela, Ruokamo & Teräs, 2015), and it has been argued that simulation-based learning leads to relatively more resilient learning (Akroyd, Jordan & Rowlands, 2016;Cook, Brydges, Zendejas, Hamstra & Hatala, 2013). Research also questions the effect of simulation-based learning (Arafeh, 2017;Kinney & Henderson, 2008) or points to the difficulties in assessing the effect of simulation-based learning (Atesok, Satava, Marsh & Hurwitz, 2017).…”