Brenda Mori1, Heather Carnahan2, Jodi Herold3. 1. Department of Physical Therapy ; Centre for Faculty Development, Faculty of Medicine, University of Toronto at the Li Ka Shing International Healthcare Education Centre of St. Michael's Hospital, Toronto, Ont. 2. School of Human Kinetics and Recreation, Memorial University of Newfoundland, St John's. 3. Postgraduate Medical Education, Faculty of Medicine, University of Toronto.
Abstract
PURPOSE: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. METHOD: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. RESULTS: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. CONCLUSIONS: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost-benefit analysis are necessary to help curriculum developers make informed choices in curriculum design.
PURPOSE: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. METHOD: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. RESULTS: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. CONCLUSIONS: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost-benefit analysis are necessary to help curriculum developers make informed choices in curriculum design.
Authors: Kathryn Watson; Anthony Wright; Norman Morris; Joan McMeeken; Darren Rivett; Felicity Blackstock; Anne Jones; Terry Haines; Vivienne O'Connor; Geoffrey Watson; Raymond Peterson; Gwendolen Jull Journal: Med Educ Date: 2012-05-30 Impact factor: 6.251
Authors: Felicity C Blackstock; Kathryn M Watson; Norman R Morris; Anne Jones; Anthony Wright; Joan M McMeeken; Darren A Rivett; Vivienne O'Connor; Raymond F Peterson; Terry P Haines; Geoffrey Watson; Gwendolen Anne Jull Journal: Simul Healthc Date: 2013-02 Impact factor: 1.929