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  • A pilot physiotherapy simulated learning program: Evaluation of student perceptions.

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    101188_1.pdf (32.48Kb)
    Author(s)
    Bialocerkowski, Andrea
    Waite, Monique
    Tuttle, Neil Alan
    Griffith University Author(s)
    Tuttle, Neil A.
    Bialocerkowski, Andrea E.
    Waite, Monique
    Year published
    2014
    Metadata
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    Abstract
    Introduction/Background Simulation can supplement clinical placements with the potential to increase placement capacity and provide students with experience in areas of need. Videoconferencing enables simulation to be administered centrally and accessed remotely. Purpose/Objectives This study aimed to determine the effectiveness of a remotely accessed simulated learning program designed to complement a traditional physiotherapy clinical placement. Issues/Questions for exploration or ideas for discussion A total of 178 students undertaking 5-week musculoskeletal placements took part in the simulated learning via one of three ...
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    Introduction/Background Simulation can supplement clinical placements with the potential to increase placement capacity and provide students with experience in areas of need. Videoconferencing enables simulation to be administered centrally and accessed remotely. Purpose/Objectives This study aimed to determine the effectiveness of a remotely accessed simulated learning program designed to complement a traditional physiotherapy clinical placement. Issues/Questions for exploration or ideas for discussion A total of 178 students undertaking 5-week musculoskeletal placements took part in the simulated learning via one of three videoconferencing systems. Students were invited to complete questionnaires before and after their placement based on the reaction, learning and behaviour levels of the Kirkpatrick model; and perceived system usability. Results Twenty-eight percent (49) of students responded to the questionnaires. Intrinsic Motivation Inventory scores indicated moderate levels of interest, competence, tension and confidence (means ranged 4.0- 5.4 on a 7-point scale). Students’ confidence post simulation increased in communication, assessment and management (p<0.0001, Wilcoxon Signed-Ranks Test). Overall, students rated simulated learning as having a positive impact on the communication, assessment and management performance in their clinical placement (means ranged 5.1-5.8 on a 7-point scale). The videoconferencing systems were rated below the usable level of 68 on the System Usability Scale. Discussion Students generally reported a positive response to the program, and a positive impact on their learning and performance. The results highlight challenges associated with using videoconferencing technology for simulation or patient management. Conclusion This study demonstrates the potential of remotely accessed simulated learning as a valuable addition to physiotherapy students’ clinical placement.
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    Conference Title
    ANZAHPE 2014 Conference Handbook and Program
    Publisher URI
    Http://www.anzahpe.org/#!2014-conference/cawo
    Copyright Statement
    © The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.
    Subject
    Medicine, Nursing and Health Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/67993
    Collection
    • Conference outputs

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