Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design

It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States. Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical...

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Bibliographic Details
Published in:	Journal of educational evaluation for health professions Vol. 19; p. 34
Main Authors:	Bizama, Fabian, Alameri, Mansoor, Demers, Kristy Jean, Campbell, Derrick Ferguson
Format:	Journal Article
Language:	English
Published:	Korea (South) Korea Health Personnel Licensing Examination Institute 2022 한국보건의료인국가시험원
Subjects:	Clinical Competence Clinical Decision-Making Humans Learning Perception Physical therapy Physical Therapy Modalities self-efficacy Simulation Skills Students United States Within-subjects design 교육학 United States United States > US Clinical competence Simulation Clinical decision-making Physical therapy Self-efficacy
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Summary:	It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States. Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022. Friedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P<0.001), clinical decision-making 21-item score (P<0.001), and clinical skills score (P<0.001). No significant differences were found between post-simulation and post-first clinical experience. Post-hoc tests indicated a significant difference between pre-simulation and post-simulation (P<0.001) and between pre-simulation and post-first clinical experience (P<0.001). Forty-three students (97.6%) either strongly agreed (59.1%) or agreed (38.5%) that simulation was a valuable learning experience. The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1975-5937 1975-5937
DOI:	10.3352/jeehp.2022.19.34