Brett Williams1, Ted Brown, Rebecca Scholes, Jill French, Frank Archer. 1. Department of Community Emergency Health and Paramedic Practice, Monash University Peninsula Campus, McMahons Road, Frankston, Victoria 3199, Australia. brett.williams@med.monash.edu.au
Abstract
UNLABELLED: The aim of this study was to examine the usefulness of DVD simulations in a clinical teaching context, their impact on student learning, and their potential as a supplemental learning option for clinical placements/fieldwork education rotations that might assist in reducing the burden on the health care system. METHODS: Eleven clinical DVD simulations were developed by Monash University academic staff from four academic departments: nursing, occupational therapy, paramedics, and physiotherapy. Undergraduate students (n = 394) from these health science groups viewed the DVD simulations. Student perceptions and attitudes about the clinical relevance of the DVD simulations were assessed on a 7-point Likert-type scale standardized questionnaire (7 indicating the highest satisfaction score). Qualitative data were also collected from three focus groups that involved 24 students, assessing if and how the DVD simulations influenced the clinical fieldwork education placement learning experiences of the students. RESULTS: Overall, students' responses to the questionnaire indicated that they were satisfied with the DVD simulations with relation to attention (mean 4.25, SD 0.95), learning potential (mean 5.25, SD 1.16), clinical relevance to practice (mean 4.36, SD 0.60), and information-processing quality (mean 5.45, SD 0.23). Qualitative data supported the notions of interdisciplinary teamwork, clinical placements, clinical placement education, and DVD quality evaluation and feedback. CONCLUSION: Students viewed the simulations as being educationally, professionally, and clinically relevant. The cost benefit of using DVD simulations to replace or supplement components of clinical fieldwork education should be investigated further.
UNLABELLED: The aim of this study was to examine the usefulness of DVD simulations in a clinical teaching context, their impact on student learning, and their potential as a supplemental learning option for clinical placements/fieldwork education rotations that might assist in reducing the burden on the health care system. METHODS: Eleven clinical DVD simulations were developed by Monash University academic staff from four academic departments: nursing, occupational therapy, paramedics, and physiotherapy. Undergraduate students (n = 394) from these health science groups viewed the DVD simulations. Student perceptions and attitudes about the clinical relevance of the DVD simulations were assessed on a 7-point Likert-type scale standardized questionnaire (7 indicating the highest satisfaction score). Qualitative data were also collected from three focus groups that involved 24 students, assessing if and how the DVD simulations influenced the clinical fieldwork education placement learning experiences of the students. RESULTS: Overall, students' responses to the questionnaire indicated that they were satisfied with the DVD simulations with relation to attention (mean 4.25, SD 0.95), learning potential (mean 5.25, SD 1.16), clinical relevance to practice (mean 4.36, SD 0.60), and information-processing quality (mean 5.45, SD 0.23). Qualitative data supported the notions of interdisciplinary teamwork, clinical placements, clinical placement education, and DVD quality evaluation and feedback. CONCLUSION: Students viewed the simulations as being educationally, professionally, and clinically relevant. The cost benefit of using DVD simulations to replace or supplement components of clinical fieldwork education should be investigated further.