Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

Judith Hough, Daniel Levan, Michael Steele, Kristine Kelly, Megan Dalton, Judith Hough, Daniel Levan, Michael Steele, Kristine Kelly, Megan Dalton

Abstract

Background: The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy.

Methods: Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session.

Results: For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p < 0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified 'experience' as the primary theme.

Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

Keywords: Paediatrics; Physiotherapy; Simulation.

Conflict of interest statement

The authors declare that they have no competing interests.

Figures

Fig. 1
Fig. 1
Timeline of study procedure
Fig. 2
Fig. 2
Percentage of students who had an increase, decrease or no change to self-efficacy (SE) for each session. a shows results for the first (musculoskeletal) scenario. b shows results for the second (cardiorespiratory) scenario. c shows results for the third (neurological) scenario. d shows results for all scenarios combined
Fig. 3
Fig. 3
Leximancer concept map illustrating the main concepts identified by the students in the learning reactionnaire and how they interrelate with each other

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