INTRODUCTION AND PURPOSE: There is a paucity of discussion in the professional literature about the use of high fidelity human simulation (HFHS) as a teaching intervention in physical therapist educational programs. Therefore, the purpose of this paper is to provide an example of the design and use of high fidelity human simulation (HFHS) to facilitate teaching of cardiopulmonary and intensive care concepts in a physical therapist education program. CASE DESCRIPTION: HFHS was used at the end of the fourth of 9 semesters in a Doctor of Physical Therapy program. An intensive care unit case scenario was developed that required students to perform procedural skills and apply biomedical knowledge/concepts to clinical decision-making during simulated patient mobilization. OUTCOMES: Students successfully completed the HFHS session objectives, though there was variability in how quickly they recognized and responded to alarms and changes in patient status. Psychomotor performance of skills was generally correct but awkward, consistent with novice performance. Students were universally positive about HFHS as a teaching strategy for preparing for an acute care clinical education experience. DISCUSSION: One session using HFHS as a laboratory activity may have a substantial impact on students' perceptions and confidence prior to entering an acute care clinical experience. Physical therapist educational programs with access to HFHS resources should consider its incorporation into cardiopulmonary or acute care content. Given the high cost of acquiring and maintaining HFHS resources, programs without such resources should carefully consider the extent to which they would use HFHS in their curricula.
INTRODUCTION AND PURPOSE: There is a paucity of discussion in the professional literature about the use of high fidelity human simulation (HFHS) as a teaching intervention in physical therapist educational programs. Therefore, the purpose of this paper is to provide an example of the design and use of high fidelity human simulation (HFHS) to facilitate teaching of cardiopulmonary and intensive care concepts in a physical therapist education program. CASE DESCRIPTION: HFHS was used at the end of the fourth of 9 semesters in a Doctor of Physical Therapy program. An intensive care unit case scenario was developed that required students to perform procedural skills and apply biomedical knowledge/concepts to clinical decision-making during simulated patient mobilization. OUTCOMES: Students successfully completed the HFHS session objectives, though there was variability in how quickly they recognized and responded to alarms and changes in patient status. Psychomotor performance of skills was generally correct but awkward, consistent with novice performance. Students were universally positive about HFHS as a teaching strategy for preparing for an acute care clinical education experience. DISCUSSION: One session using HFHS as a laboratory activity may have a substantial impact on students' perceptions and confidence prior to entering an acute care clinical experience. Physical therapist educational programs with access to HFHS resources should consider its incorporation into cardiopulmonary or acute care content. Given the high cost of acquiring and maintaining HFHS resources, programs without such resources should carefully consider the extent to which they would use HFHS in their curricula.
Authors: Marnie E Rosenthal; Mari Adachi; Vanessa Ribaudo; J Tristan Mueck; Roslyn F Schneider; Paul H Mayo Journal: Chest Date: 2006-06 Impact factor: 9.410