Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaningful Learning Outcomes

Sabus, Carla; Macauley, Kelly

doi:10.1097/00001416-201630010-00002

Cited by 48 publications

(66 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The simulation environment needs to be authentic enough to facilitate the immersion of students in the experience. Immersion can be enhanced physically (by authentically replicating the physical environment and the tools and processes of work necessary in actual practice), conceptually (by authentically replicating the cognitive processes used for sound decision‐making in the designed situation), and psychologically (by authentically replicating the roles of health‐care professionals) (Guinea, ; Herrington & Oliver, ; Sabus & Macauley, ).…”

Section: Methodsmentioning

confidence: 99%

“…This enhances the likelihood that the students will suspend disbelief, perceive the situation to be realistic, and engage accordingly (Kaplonyi et al, 2017). Simulated patients allow practice at developing skills in interpersonal interactions, including interview skills (Kaplonyi et al, 2017;Sabus & Macauley, 2016). Simulated patient methodology is used in the CF-SCP to enhance the authenticity of interactions between students, clients, and stakeholders (Herrington & Oliver, 2000;Nestel, Sanko, & McNaughton, 2018;Rodger et al, 2010).…”

Section: Simulated Patients and Key Stakeholdersmentioning

confidence: 99%

See 1 more Smart Citation

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

View full text Add to dashboard Cite

Simulation is increasingly used to supplement clinical placement in preregistration health professional programs. However, there are no conceptual frameworks to guide the design of these learning experiences when replacing a clinical placement. In the present study, the conceptual framework for simulated clinical placements (CF-SCP) is presented. Evolving from an iterative process of synthesizing learning and simulation theory, findings from the empirical literature, and the perspectives and ideas from experts in occupational therapy practice, education and simulation-based learning, the CF-SCP aligns principles and processes of workplace and simulation learning. The application of the CF-SCP is described in the context of a 1 week full-time SCP. The CF-SCP provides a structure for organizing, understanding, and applying the principles and processes to design a simulated placement to be a "placement replacement" experience. Articulating a conceptual framework for the design of simulated placement experiences to replace actual clinical placement hours in the allied health sector is important if these experiences are to be tested for validity, efficacy, and transferability to a range of occupational therapy practice areas and other health disciplines.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Simulated Patients and Key Stakeholdersmentioning

confidence: 99%

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

View full text Add to dashboard Cite

show abstract

“…Simulation has been used for decades to assist with skill acquisition and assessment. The ability to practice a skill until mastery is one of the many benefits to the use of simulation 4,6,9. Fidelity is the key to effective simulation as it is important that the simulated patient appears and behaves as a “real” patient would.…”

Section: Position and Rationalementioning

confidence: 99%

“…In its early years, simulation was limited to live “actors” portraying patient scenarios 4. Recent advances in computer technology allow computerized patients to be programmed to depict realistic responses.…”

Section: Position and Rationalementioning

confidence: 99%

See 1 more Smart Citation

Experiential learning in physical therapy education

Smith¹,

Crocker²

2017

AMEP

View full text Add to dashboard Cite

Background and purposeExperiential learning can provide students in entry-level physical therapy (PT) education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula.Position and rationaleExperiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation.Discussion and conclusionExperiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners.

show abstract

Measurable reflection in simulation: A pilot study

Lundquist

Bilich

Jackson

et al. 2020

Journal of Dental Education

View full text Add to dashboard Cite

Purpose Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice. Methods This research was a non‐experimental mixed‐methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied. Results The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation. Conclusion The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.

show abstract

Simulation in Physical Therapy Education and Practice: Opportunities and Evidence-Based Instruction to Achieve Meaningful Learning Outcomes

Cited by 48 publications

References 35 publications

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Experiential learning in physical therapy education

Measurable reflection in simulation: A pilot study

Contact Info

Product

Resources

About