Simulation-based Education in Physiotherapy

NCT06852482 | Completed

• 1 other identifier: SimFisio01
• Study Type: interventional
• Target: 409
• Locations: 1 country
• Sites: 1

Brief 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

Keywords

Simulation based education; students; facilitators; physiotherapy

Outcome Measures

Primary Outcomes (2)

• Perceived Self-Efficacy in Academic Situations

  collected on student population. This will be assessed using the Perceived Self-Efficacy in Academic Situations Scale (AEPESA), which consists of 10 items aimed at measuring self-efficacy expectations in specific educational contexts for adolescent and university students. The 10 items are evaluated using a 10-point Likert scale. The total score reflects the degree of perceived academic self-efficacy, with higher scores indicating greater self-efficacy. This scale has been widely used in psychology studies in university settings.

  Baseline (pre-SBE), 3 months (Post-SBE)

• Behavior to Facilitate Student Learning During SBE

  collected on facilitator population This will be assessed using the Evaluation of Debriefing for Simulation in Healthcare (EDSS). This scale evaluates facilitator behaviors that promote learning and change in experiential contexts by analyzing six key elements of debriefing. These include "if" and "how" the instructor: Establishes a stimulating learning environment. Maintains a stimulating learning environment. Structures the debriefing in an organized manner. Provokes stimulating discussions. Identifies and explores performance gaps. Helps students achieve or sustain good performance in the future. The questionnaire consists of 23 items rated on a 7-point Likert scale, where 1 is "extremely ineffective" and 7 is "extremely effective." The EDSS is a behavior-anchored evaluation scale, meaning it is based on behaviors necessary for effective debriefing, as well as those characteristic of ineffective debriefing.

  Baseline (pre-capacitation), 3 months (pre-SBE), 4 months (post-SBE)

Secondary Outcomes (5)

• Academic Engagement of University Students

  Baseline (pre-SBE), 3 months (Post-SBE)

• Empathy in Health Science Students

  Baseline (pre-SBE), 3 months (Post-SBE)

• Satisfaction and Confidence Regarding SBE

  3 months (Post-SBE)

• Perception of Educational Best Practices in Simulation

  3 months (Post-SBE)

• Teaching Self-Efficacy Using the Teaching Self-Efficacy Scale

  Baseline (pre-capacitation), 3 months (pre-SBE), 4 months (post-SBE)

Study Arms (2)

Facilitator population

OTHER

Regarding the inclusion and exclusion criteria established for the facilitators: Inclusion criteria: a) Facilitator of simulations in the Pràcticum I, III, or V courses. Exclusion criteria: a) Failure to attend both training sessions.

Other: SBE Capacitation (behavioral intervention) for facilitator population

Student population

OTHER

The following inclusion and exclusion criteria have been established for the student population: Inclusion criteria: 1. First enrollment in the Pràcticum I, III, or V courses. 2. Completion of the full SBE session. Exclusion criteria: a) Failure to achieve a grade of 5 in any of the evaluative components of the course.

Other: SBE (behavioral intervention) for student population

Interventions

SBE Capacitation (behavioral intervention) for facilitator population OTHER

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.

Also known as: For facilitator population

Facilitator population

SBE (behavioral intervention) for student population OTHER

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.

Also known as: For student population

Student population

Eligibility Criteria

• Age: 18 Years - 65 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may not qualify if:

• First enrollment in the Pràcticum I, III, or V courses.
• Completion of the full SBE session.
• a) Failure to achieve a grade of 5 in any of the evaluative components of the course.
• a) Facilitator of simulations in the Pràcticum I, III, or V courses.
• a) Failure to attend both training sessions.

Sponsors & Collaborators

• University of Vic - Central University of Catalonia: lead

Study Sites (1)

Universidad de Vic - Universidad Central de Cataluña

Vic, Barcelona, 08500, Spain

Location

Related Publications (12)

• Brown L, Ilhan E, Pacey V, Hau W, Van Der Kooi V, Dale M. The Effect of High-Fidelity Simulation-Based Learning in Acute Cardiorespiratory Physical Therapy-A Mixed-Methods Systematic Review. J Phys Ther Educ. junio de 2021;35(2):146-58.

  BACKGROUND

• Braun V, Clarke V. To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qual Res Sport Exerc Health. 4 de marzo de 2021;13(2):201-16.

  BACKGROUND

• Farres-Tarafa M, Bande D, Roldan-Merino J, Hurtado-Pardos B, Biurrun-Garrido A, Molina-Raya L, Raurell-Torreda M, Casas I, Lorenzo-Seva U. Reliability and validity study of the Spanish adaptation of the "Student Satisfaction and Self-Confidence in Learning Scale" (SCLS). PLoS One. 2021 Jul 23;16(7):e0255188. doi: 10.1371/journal.pone.0255188. eCollection 2021.

  PMID: 34297773 BACKGROUND

• Dominguez-Lara SA, Fernández-Arata M, Seperak-Viera R. Análisis psicométrico de una medida ultra-breve para el engagement académico: UWES-3S: UWES-3S en estudiantes universitarios. Rev Argent Cienc Comport. 24 de abril de 2021;13(1):25-37.

  BACKGROUND

• Madsgaard A, Roykenes K, Smith-Strom H, Kvernenes M. The affective component of learning in simulation-based education - facilitators' strategies to establish psychological safety and accommodate nursing students' emotions. BMC Nurs. 2022 Apr 20;21(1):91. doi: 10.1186/s12912-022-00869-3.

  PMID: 35443709 BACKGROUND

• Husebo SE, Dieckmann P, Rystedt H, Soreide E, Friberg F. The relationship between facilitators' questions and the level of reflection in postsimulation debriefing. Simul Healthc. 2013 Jun;8(3):135-42. doi: 10.1097/SIH.0b013e31827cbb5c.

  PMID: 23343839 BACKGROUND

• Palominos E, Levett-Jones T, Power T, Martinez-Maldonado R. Healthcare students' perceptions and experiences of making errors in simulation: An integrative review. Nurse Educ Today. 2019 Jun;77:32-39. doi: 10.1016/j.nedt.2019.02.013. Epub 2019 Feb 23.

  PMID: 30947020 BACKGROUND

• Shoemaker MJ, de Voest M, Booth A, Meny L, Victor J. A virtual patient educational activity to improve interprofessional competencies: A randomized trial. J Interprof Care. 2015;29(4):395-7. doi: 10.3109/13561820.2014.984286. Epub 2014 Nov 21.

  PMID: 25412759 BACKGROUND

• King J, Beanlands S, Fiset V, Chartrand L, Clarke S, Findlay T, Morley M, Summers I. Using interprofessional simulation to improve collaborative competences for nursing, physiotherapy, and respiratory therapy students. J Interprof Care. 2016 Sep;30(5):599-605. doi: 10.1080/13561820.2016.1189887. Epub 2016 Jun 24.

  PMID: 27340933 BACKGROUND

• Simonson M, Azaiza K, Mitzova-Vladinov G, Bizzio-Knott R, Hooshmand M, Hauglum S, et al. SPECIAL SECTION: TECHNOLOGICAL INNOVATION IN HEALTH CARE EDUCATION. Distance Learn. 14(1).

  BACKGROUND

• Kolb DA, Boyatzis RE, Mainemelis C. Experiential learning theory: Previous research and new directions. Perspect Think Learn Cogn Styles. 2001;227-47.

  BACKGROUND

• Hough J, Levan D, Steele M, Kelly K, Dalton M. Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients. BMC Med Educ. 2019 Dec 16;19(1):463. doi: 10.1186/s12909-019-1894-2.

  PMID: 31842864 BACKGROUND

MeSH Terms

Interventions

Behavior Therapy

Intervention Hierarchy (Ancestors)

Psychotherapy; Behavioral Disciplines and Activities

Study Officials

• Mirari Ochandorena Acha, doctor

  UVIC-UCC

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Director of the Master's Degree in Physiotherapy (PhD)

Model Details: This prospective quasi-experimental study has a mixed methodological design, of an explanatory sequential type, in which two phases are differentiated: 1) in the first phase, objective 1 will be worked on and will have a quantitative design; and 2) in the second phase, objective 2 will be worked on and will have a qualitative design. Study population include students and facilitators in simulation-based education.

Study Record Dates

• First Submitted: December 5, 2024
• First Posted: February 28, 2025
• Study Start: September 1, 2023
• Primary Completion: June 20, 2024
• Study Completion: June 20, 2024
• Last Updated: February 28, 2025

Record last verified: 2025-02

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)