None listed
Conditions
Brief summary
Using simulated learning environments with standardised patients (SPs) provides a way to scaffold the development of skills for patient safety in a low risk environment. There are no data regarding whether adding SP interactions in early years of physiotherapy training improves safe performance on clinical placement. We aimed to assess the feasibility of recruiting and collecting data from junior physiotherapy students during an SP workshop with a pilot non-randomised trial, also assessing time, cost and scheduling information. Second year physiotherapy students were invited to participate and allocated to either the SP workshop in a simulated hospital environment (with and without video feedback) or usual teaching comprising peer role play. The main outcome measures were participant recruitment, retention and survey response rates, whether the training and workshops were delivered as scheduled and costs for SPs and staff training and workshop attendance. Students self-reported confidence, communication, preparedness for clinic and satisfaction was measured using pre-post surveys.
Interventions
Two versions of three hour practical sessions incorporating standardised patient scenarios, (a) with and (b) without student review of video feedback, in assessment and mobilisation of patients in a 2nd year physiotherapy subject (PS200).
The three hour practical sessions are administered in small groups (35-40) of students, working in groups of four. Each group of four students is facilitated by a physiotherapy clinical educator.
The standardised patient scenario activity involves two 30 minut
Two versions of three hour practical sessions incorporating standardised patient scenarios, (a) with and (b) without student review of video feedback, in assessment and mobilisation of patients in a 2nd year physiotherapy subject (PS200). The three hour practical sessions are administered in small groups (35-40) of students, working in groups of four. Each group of four students is facilitated by a physiotherapy clinical educator. The standardised patient scenario activity involves two 30 minute patient interactions, with students working in pairs. One pair of students work in the roles of lead therapist / assistant and the other pair of students in the roles of observers. After 15 minutes, the student pairs switch roles. The students acting a lead therapist / assistant are required to plan and prepare the physical environment, assess the patients capacity to for safe transfer, explain the planned mobility task to the patient and assistant, reassure the patient and complete a safe and effective assited patient mobility task (sitting on edge of bed, standing / walking, sitting out of bed). The students acting in the role of observers are required to complete a peer feedback checklist. Prior to the first standardised patient scenario activity, all student are provided with a 30 minutes of preparatory time facilitated by physiotherapy clinical educator, where they are provided with a description of the patient (patient vignette) a picture of the attachments that the patient will have, and instructions regarding their task for the session and their roles as either lead therapist / assistant or observer. The task the students are given is to mobilise the patient and guidance regarding how to proceed is provided- eg a brief assessment of the patient to ensure that the patient has the capacity to mobilise and then to mobilise the patient to sit out of bed and the timetable for the session. At the completion of each standardised patient scenario activity, students move into a separate room to debrief about their session. The debrief sessions, facilitated by physiotherapy clinical educator focus on self-reflection of their performance and the opportunity for peer feedback and review of video feedback is provided. For the video feedback, the interaction of the lead therapist / assistant and the patient is recorded on an ipad by a student in the observer role. The video feedback, comprises a replay of each of the patient scenarios and is administered in the debrief session which follows immediately from the patient interaction. At the completion of the debrief session, all video footage is deleted. Over the course of the 3 hour practical session, each group has two 30 minute patient interactions, and two, 30 minute debrief sessions immediately following their patient interactions.
Sponsors
University of South Australia
Study design
Allocation
Non-randomised trial
Intervention model
Parallel
Primary purpose
Educational / counselling / training
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Healthy volunteers
Yes
Inclusion criteria
All second year physiotherapy students enrolled in the course (PS200) will be involved in one of the three learning situations and the practical exam. However, only consenting students will be asked to participate in the pre-post survey of clinical preparedness or have their practical examination data included in this study.
Exclusion criteria
Physiotherapy students who do not provide wrtitten consent.
Outcome results
None listed