Simulated versus traditional occupational therapy placements: A randomised controlled trial

Imms, Christine; Froude, Elspeth; Chu, Eli; Sheppard, Loretta; Darzins, Susan; Guinea, Stephen; Gospodarevskaya, Elena; Carter, Rob; Symmons, Mark; Penman, Merrolee; Nicola‐Richmond, Kelli; Gilbert-Hunt, Susan; Gribble, Nigel; Ashby, Samantha; Mathieu, Erin

doi:10.1111/1440-1630.12513

Cited by 38 publications

(70 citation statements)

References 23 publications

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“…Given that non‐inferiority of SCP versus TCP was supported by the RCT (Imms et al ., ), the economic research question and methods for bringing costs and benefits together depended on: (i) whether the SCP was found to cost less than a TCP, which would lead to cost‐minimisation analysis; and (ii) if the SCP was not less expensive than the TCP, whether there were offsetting benefits in addition to the assessed educational outcomes, that would still make the SCPs value‐for‐money. The corresponding economic methods for bringing costs and benefits together then depend on whether the benefits are monetarised and/or remain expressed in natural units of outcome (e.g.…”

Section: Methodsmentioning

confidence: 99%

“…From January to November 2016, 680 students from six Australian universities undertook the unit with either the TCP or SCP component, including 570 students who consented to participate in the RCT. The educational outcomes, reported separately in a companion paper (Imms et al ., ), demonstrated the non‐inferiority of an SCP in comparison to a TCP with respect to the educational outcomes. The protocol of the RCT was published in 2017 (Imms et al ., )…”

Section: Introductionmentioning

confidence: 93%

“…Educational outcomes measured in the trial established equivalence between TCP and SCP (Imms et al, 2018). To measure broader benefits of TCP (e.g.…”

Section: Assessment Of Benefitsmentioning

confidence: 99%

“…In addition to the type of placement (TCP or SCP), three other attributes for the Discrete Choice Experiment were selected by the study team based on their experience in sourcing the TCPs and the RCT results (Imms et al, 2018). These included: i) placement availability that ranged from 50% to 100%; ii) the percentage of students who did not have an opportunity to demonstrate competency according to the Student Practice Evaluation Form-Revised (SPEF-R, Rodger et al, 2016), which ranged from 5% to 25%; and iii) the cost of the placement, which ranged from $200 to $1000 per student per week.…”

Section: Assessment Of Benefitsmentioning

confidence: 99%

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Economic evaluation of simulated and traditional clinical placements in occupational therapy education

Gospodarevskaya

Carter

Imms

et al. 2019

Aus Occup Therapy J

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Introduction: This economic evaluation complements results of the randomised controlled trial that established non-inferiority of the learning outcomes of a one-week simulated clinical placement (SCP) in occupational therapy qualifying degrees in comparison to an equivalent traditional clinical placement (TCP). This companion study presents detailed cost analyses of two placement alternatives and a cost-benefit study to assess the value for money of SCP. An economic evaluation of simulated versus traditional placements has not previously been conducted in Australia. Methods: Nine SCP/TCP rounds were conducted by six Australian universities. Costs were collected using studyspecific instruments. Public health sector costs were sourced from available literature. Willingness-to-pay for SCP/TCP was estimated using both a Discrete Choice Experiment and a Contingent Valuation method. These methods were employed to assess a comparative 'value' of SCP/TCP from the perspective of heads of occupational therapy departments (N = 28), who were asked to put a monetary value on the broader range of benefits associated with SCP/TCP. Results: From the universities' perspective the average cost per student ranged from AUD$460 to AUD$1511 for simulated and AUD$144 to AUD$1112 for traditional placement. From the health care sector perspective, the difference in costs favoured simulated placements for four implementations and traditional placements for five. In the Discrete Choice Experiment respondents preferred traditional rather than simulated placement and would pay additional AUD$533. The estimated monetary value of simulated placements from a contingent valuation ranged from AUD$200 to AUD$1600. Conclusions: For universities that procure TCPs predominately at public health care facilities and sustain high administrative overheads, the SCP program could be a cost-saving alternative. From a broader value-for-money perspective, respondents favoured TCP over SCP, yet placed importance on placement availability and opportunity to demonstrate competence for students during the placement. Results should be interpreted with caution and further research with larger sample sizes is required.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 93%

“…Educational outcomes measured in the trial established equivalence between TCP and SCP (Imms et al, 2018). To measure broader benefits of TCP (e.g.…”

Section: Assessment Of Benefitsmentioning

confidence: 99%

Section: Assessment Of Benefitsmentioning

confidence: 99%

See 2 more Smart Citations

Economic evaluation of simulated and traditional clinical placements in occupational therapy education

Gospodarevskaya

Carter

Imms

et al. 2019

Aus Occup Therapy J

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“…Increasing evidence has shown that practices related to SP simulation enhance student learning outcomes and clinical reasoning abilities by requiring real-time decisions 2 . However, the literature on simulations in occupational therapy and evidence supporting its use and its effectiveness in the classroom are limited to a few published articles [9][10][11][12][13][14] . Collectively, these articles report administered experiences with simulations in occupational therapy for physical disability and psychiatric patients.…”

mentioning

confidence: 99%

Using a Situated Simulation-Based Program for Improving Students’ Interaction and Observation Skills with Children in Occupational Therapy

Hung

Lin

2019

Preprint

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Background Occupational therapy education programs need to produce students who can confidently and safely deliver services for children. The study incorporated a simulation of a real situation into a clinical skill observation of a pediatric occupational therapy curriculum. The purpose of the study was to determine whether situated simulation-based program could increase students’ perceived knowledge and clinical skills to better prepare them for pediatric practice. Methods The authors introduced a situated simulation-based program with video-based simulation training and a situated simulation-based exam during a pediatric occupational therapy course for thirty-two students in their fourth year of study in occupational therapy. The simulation program was two video-based simulation training sessions, tasked students with observing, evaluating and managing the children play. The debriefings were provided to connect student’s observation and basic evaluation skills. A post- simulation performance evaluation, the situated simulation-based exam, was created by faculty. The exam was prepared in a situated simulation therapeutic room was held to assess students’ skills in communication and interaction and basic evaluation skills. The scores of the video-based simulation training and the situated simulation-based exam were collected and examined. Results The video-based simulation scores explained 33.3% of the variance of performance in the situated simulation-based exam. The overall passing rates were as follows: situated simulation-based exam, 65.6%; communication and interaction station, 53.1%; basic evaluation station, 68.8%. Conclusions The video-based simulation training enhanced students’ communication and interaction skills. More relationship building skills were facilitated within the situated simulation-based exam with a real environment. The strategies that assist successful implementation of a situated simulation program to facilitate learning include course plans, clear scenario training goals, evaluation quality, and situated simulation contexts. This study provides preliminary support for simulation-based programs as training for improving the clinical skills of interaction and observation before students’ internships.

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Allied Health Education: Current and Future Trends

Bissett

Tuttle

Cardell

2021

Clinical Education for the Health Professions

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Simulated versus traditional occupational therapy placements: A randomised controlled trial

Cited by 38 publications

References 23 publications

Economic evaluation of simulated and traditional clinical placements in occupational therapy education

Economic evaluation of simulated and traditional clinical placements in occupational therapy education

Using a Situated Simulation-Based Program for Improving Students’ Interaction and Observation Skills with Children in Occupational Therapy

Allied Health Education: Current and Future Trends

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