The	Role of Simulated Patient in Physiotherapy Education: A Review Article

Javaherian, Mohammad; Dabbaghipour, Narges; Mafinejad, Mahboobeh Khabaz; Ghotbi, Nastaran; Khakneshin, Amir Ali; Moghadam, Behrouz Attarbashi

doi:10.18502/jmr.v14i2.7704

Cited by 3 publications

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“…The last review study was designed in 2020 to “ examine the role of the simulated patient in physiotherapy education,” and its results indicated that the simulated patient is a valuable learning strategy for providing educational activities in medical education and physiotherapy curricula [ 39 ]. The simulated patient also facilitates student performance feedback to interact with patients and real-world environments.…”

Section: Discussionmentioning

confidence: 99%

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Rezayi

Shahmoradi

Ghotbi

et al. 2022

BioMed Research International

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Introduction. Applying computerized simulation education tool for learning in medical domains is widely used in many countries. This review is aimed at systematically investigating the computerized simulation tools developed to educate physiotherapy students and determine the effectiveness of these interventions. Methods. A comprehensive search was conducted in Medline (through PubMed) and Scopus databases from inception to Sept. 10, 2022. The studies that examined the effectiveness of computerized simulation-based interventions were included. Results. Sixteen studies were included in this systematic review. All included examinations were ranked “good” or “low risk of bias” based on the criteria utilized in the Joanna Briggs Institute (JBI) scale and the Effective Public Health Practice Project (EPHPP) tool. Most of the articles (43%) were conducted in the USA and 25% in Australia. In 43% of the total studies, the study population was only physiotherapy students, and in 12.5% of them, the scope of education was related to practical skills training. Three of the 16 reviewed articles presented positive qualitative results; thirteen quantitative investigations also declared statistically positive effects. Positive effects have been seen in areas such as improving professional and behavioral abilities, improving knowledge and self-confidence, and reducing stress. The sample size of the studies ranged from eight to 162 participants. The limited sample sizes in groups, lack of interaction, and short follow-up duration were the most consistent limitations evident within the included studies. Conclusion. Computerized simulation education approaches can help to improve physiotherapy students’ skills and knowledge. They also have great potential to reduce learning costs and increase the quality of education.

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Section: Discussionmentioning

confidence: 99%

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Rezayi

Shahmoradi

Ghotbi

et al. 2022

BioMed Research International

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“…The results of our study reveal a higher increase in LDL levels in the CR group, which is a striking finding that is not easily explained. The most robust evidence suggests that CR can effectively reduce all the components of the lipid profile while improving HDL-C levels [45,46]. This improvement in lipid profile parameters appears to be independent of the administered lipid-lowering treatment and of the control of other risk factors during the CR period [47].…”

Section: Adjusted Comparison Of Changes In Biomarkers Between Groupsmentioning

confidence: 99%

Cardiac Rehabilitation Increases Plasma Klotho Levels

Pello Lázaro,

Villelabeitia Jaureguizar,

Franco Peláez

et al. 2024

JCM

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Background: Mineral metabolism (MM), mainly fibroblast growth factor-23 (FGF-23) and klotho, has been linked to cardiovascular (CV) diseases. Cardiac rehabilitation (CR) has been demonstrated to reduce CV events, although its potential relationship with changes in MM is unknown. Methods: We performed a prospective, observational, case-control study, with acute coronary syndrome (ACS) patients who underwent CR and control patients (matched by age, gender, left ventricular ejection fraction, diabetes, and coronary artery bypass grafting), who did not. The inclusion dates were from August 2013 to November 2017 in CR group and from July 2006 to June 2014 in control group. Clinical, biochemical, and MM biomarkers were collected at discharge and six months later. Our objective was to evaluate differences in the modification pattern of MM in both groups. Results: We included 58 CR patients and 116 controls. The control group showed a higher prevalence of hypertension (50.9% vs. 34.5%), ST-elevated myocardial infarction (59.5% vs. 29.3%), and treatment with angiotensin-converting enzyme inhibitors (100% vs. 69%). P2Y12 inhibitors and beta-blockers were more frequently prescribed in the CR group (83.6% vs. 96.6% and 82.8% vs. 94.8%, respectively). After six months, klotho levels increased in CR patients whereas they were reduced in controls (+63 vs. −49 pg/mL; p < 0.001). FGF-23 was unchanged in the CR group and reduced in controls (+0.2 vs. −17.3 RU/dL; p < 0.003). After multivariate analysis, only the change in klotho levels was significantly different between groups (+124 pg/mL favoring CR group; IC 95% [+44 to +205]; p = 0.003). Conclusions: In our study, CR after ACS increases plasma klotho levels without significant changes in other components of MM. Further studies are needed to clarify whether this effect has a causal role in the clinical benefit of CR.

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Assessing the equivalency of face-to-face and online simulated patient interviews in an educational intervention

Regehr,

Birze

2024

Adv Simul

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Background In adapting to COVID-19, many health professional training programs moved abruptly from in-person to online simulated patient interviews for teaching and evaluation without the benefit of evidence regarding the efficacy of this mode of delivery. This paper reports on a multi-methods research project comparing in-person and online simulated patient interviews conducted by allied health professionals as part of an educational intervention offered at a large university teaching hospital. Methods Twenty-three participants conducted two 15-min interviews with simulated patients using previously validated scenarios of patients presenting with suicide risk. In order to assess the equivalency of the two modalities, physiological and psychological stress were measured using heart rate variability parameters and the State-Trait Anxiety Inventory respectively, and then were compared across cohorts using t-tests. Reflective interviews elicited qualitative impressions of the simulations that were subject to thematic qualitative analysis. Results There were no statistical differences in measures of psychological stress or physiological arousal of participant health care professionals who engaged with in-person versus online simulated interviews, suggesting they were equally effective in eliciting reactions commonly found in challenging clinical situations. In reflective interviews, participants commented on the realism of both modalities of simulated patient encounters and that simulated interviews provoked emotional and physiological responses consistent with actual patient encounters. Conclusions These findings provide developing evidence that carefully designed online clinical simulations can be a useful tool for the education and assessment of healthcare professionals.

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The Role of Simulated Patient in Physiotherapy Education: A Review Article

Cited by 3 publications

References 0 publications

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Cardiac Rehabilitation Increases Plasma Klotho Levels

Assessing the equivalency of face-to-face and online simulated patient interviews in an educational intervention

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