Simulation-based Education in Physiotherapy

Summary

BACKGROUND: Simulation-based education (SBE) is a current teaching methodology characterized by providing realistic and effective environments, enhancing patient-professional clinical contact in a safe educational environment. Not all facilitators are trained to guide simulations in a systematic way. As a consequence, it is not possible to guarantee homogeneity of the methodology applied so that the simulations have better results in student learning.

OBJECTIVES: 1) To evaluate the impact of the BSE training of the Physiotherapy degree facilitators on their teaching self-efficacy; 2) To evaluate the impact of the BSE on the perceived self-efficacy, academic commitment and empathy of the 2nd, 3rd and 4th year Physiotherapy students; 3) To describe the degree of satisfaction and confidence in learning with respect to the BSE of the 2nd, 3rd and 4th year Physiotherapy students. The qualitative phase aims to know the experiences of Physiotherapy students regarding the EBS.

METHODOLOGY: Prospective quasi-experimental study of mixed methodology, in which simulation facilitators and students will be studied within the framework of the subjects Pràcticum I, III and V of the Physiotherapy degree of the FCSB. Students with a grade \<5 in any of the evaluative parts of these subjects and facilitators who have not completed the two proposed training sessions will be excluded. Demographic and teaching self-efficacy variables will be collected from the facilitators at 3 points in time: before and after the training and at the end of the period of simulations of Pràcticum I, III and V.

EXPECTED BENEFITS: The present mixed methodology project is expected to bring benefits in the training of the facilitators of the EBS of the Physiotherapy degree, better methodological quality of the EBS carried out in the subjects Pràcticum I, III and V of the same degree; iii) A favorable impact on the perceived self-efficacy, academic behavior and empathy of the second, third and fourth year students of the Physiotherapy Degree; iv) To know the degree of satisfaction and confidence for learning shown by students who perform EBS in the Degree of Physiotherapy; v) To know the students' perception of the best educational practices in EBS performed in the Degree of Physiotherapy; vi) To know the experiences of the students of the Degree of Physiotherapy with respect to EBS.

Conditions

• Self Efficacy
• Empathy

Interventions

OTHER

SBE Capacitation (behavioral intervention) for facilitator population

An intervention is proposed with two training sessions for the tutors of the Pràcticum I, III, and IV courses in the Physiotherapy Degree. The first session will be on January 10, 2024 (3 hours), and the second on February 2, 2024 (2 hours), both at the FCSB facilities of UVic-UCC. The sessions aim to: Promote behavior that facilitates learning in Simulation-Based Education (SBE). Provide facilitators with tools and strategies for effective SBE implementation. Highlight the differences and similarities in SBE across the Pràcticum I, III, and IV courses, based on increasing difficulty. Training will involve clinical simulation principles, with facilitators experiencing all SBE phases. An actress, later participating in student simulations, will be involved. Scenarios from the courses will be used, supported by a PowerPoint presentation and an information dossier for participants.

OTHER

SBE (behavioral intervention) for student population

Simulation-Based Education Each student in Pràcticum I, III, and V will participate in a simulation session tailored to their course. Simulations are conducted in groups of five students with the same UVic tutor acting as facilitator. Each simulation follows three phases (prebriefing, simulation, debriefing), with varying emphasis across courses: Pràcticum I: The prebriefing ensures group confidence. Two volunteer students participate in the simulation. The debriefing is shorter, less focused on outcomes, and highlights learning over errors. Emphasizes guidance for student. Pràcticum III: Prebriefing and debriefing are equally emphasized. One volunteer student performs the simulation. Pràcticum V: Cases are more complex, requiring less prebriefing but comprehensive briefing. Students autonomously set session rules. The debriefing is in-depth and focuses on clinical application. One volunteer student performs the simulation, Focuses on autonomy and independent work.

Sponsors & Collaborators

• University of Vic - Central University of Catalonia

  lead OTHER

Principal Investigators

• Mirari Ochandorena Acha, doctor · UVIC-UCC

Study Design

Allocation

NON_RANDOMIZED

Purpose

OTHER

Masking

NONE

Model

SINGLE_GROUP

Eligibility

Min Age

18 Years

Max Age

65 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2023-09-01

Primary Completion

2024-06-20

Completion

2024-06-20

Countries

• Spain

Study Locations