The Use of Standardized Patients in Physical Therapist Education Programs

Paparella-Pitzel, Susan; Edmond, Susan L.; DeCaro, Chris

doi:10.1097/00001416-200907000-00003

Cited by 29 publications

(20 citation statements)

References 22 publications

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“…Without this comparison, it is not possible to determine whether the educational benefit gained from SBE differs from standard curriculum. This is especially important given the high cost of SBE, which is often a barrier to its implementation [54].…”

Section: Discussionmentioning

confidence: 99%

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

et al. 2019

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BackgroundThe Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy.MethodsThree interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session.ResultsFor the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p < 0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme.ConclusionSBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

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Section: Discussionmentioning

confidence: 99%

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

et al. 2019

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“…This form of instruction may contribute to bring students’ knowledge and skills closer to other health professional education programs, which have scope within their curricula to incorporate multiple units in this specialised area. For example, approximately one third of physical therapist education programs in the United States utilise SPs [ 32 ] and have multiple units in musculoskeletal evaluation and rehabilitation. While this is a vital component of physical therapy (physiotherapy) there are similarities in the practice of musculoskeletal rehabilitation in exercise physiology.…”

Section: Discussionmentioning

confidence: 99%

Simulated learning in musculoskeletal assessment and rehabilitation education: comparing the effect of a simulation-based learning activity with a peer-based learning activity

Hecimovich

Volet

2014

BMC Med Educ

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BackgroundMusculoskeletal disorders and diseases are leading causes of pain, physical disability, and doctor visits throughout the world. Health professionals must be trained to assess, treat through rehabilitation and monitor patients with these disorders. Yet, due to overcrowded curricula, some health education programs struggle to accommodate more than minimal training in musculoskeletal conditions. Consequently, educators in these professions must consider how traditional instruction could be complemented effectively to enhance students’ preparation for the diverse musculoskeletal disorders and pathologies they may encounter. The purpose of this study was to explore the benefits that can be obtained from laboratory practice in musculoskeletal conditions with a standardised patient, rather than a peer patient, in a condensed time frame.MethodsTwo groups of students were assigned to either a standardised or a peer patient condition for 2 × 2 hours musculoskeletal assessment and rehabilitation lab sessions. All students completed a pre-post matched questionnaire measuring their clinical knowledge, confidence in clinical skills and motivation for further learning. Their clinical skills were tested at the end. Students and standardised patients’ perceptions of the simulated learning environment to practise musculoskeletal assessment and rehabilitation were also elicited.ResultsA t-test for independent samples revealed that students working with standardised patients displayed significantly higher standards of practical clinical skills than those working with peer patients (p=0.018). Using MANOVAs with repeated measures, no interaction effect for clinical knowledge, confidence in clinical skills, and motivation for future learning were found, both groups displaying significantly enhanced cognition and motivation. Three positive and two negative themes emerged from the analysis of students’ perceptions of the simulated learning environments. These were consistent with the simulated patients’ perceptions.ConclusionsThe findings of this study provide support for the value of using standardised patients to enhance clinical skills in musculoskeletal assessment and rehabilitation when the timeframe for laboratory practice is limited. Students’ perceptions of their experience contributed to explain why confidence in clinical skills might not necessarily improve when practising with standardised patients. Suggestions are made for optimising learning with standardised patients and for addressing the economic challenge on health education programs of hiring standardised patients.

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“…Standardised patients are an accessible form of simulation and are commonly utilised in health professional education programs (Hill et al, 2010;Paparella-Pitzel, Edmond, & DeCaro, 2009). Standardised patients are actors who are trained to consistently portray a designated role in order to meet specified learning objectives (Barrows, 1971).…”

Section: Introductionmentioning

confidence: 99%

Assessment of student competency in a simulated speech-language pathology clinical placement

Hill

Davidson

McAllister

et al. 2013

International Journal of Speech-Language Pathology

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Clinical education programs in speech-language pathology enable the transition of students' knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students' performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS

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The Use of Standardized Patients in Physical Therapist Education Programs

Cited by 29 publications

References 22 publications

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

Simulated learning in musculoskeletal assessment and rehabilitation education: comparing the effect of a simulation-based learning activity with a peer-based learning activity

Assessment of student competency in a simulated speech-language pathology clinical placement

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