Impact of Simulated Patients on Physiotherapy Students' Skill Performance in Cardiorespiratory Practice Classes: A Pilot Study.

Purpose: To date, no evidence exists that high-fidelity simulation improves skill development among physiotherapy students in the university setting. With pressures to reduce costs and maintain or improve the quality of the learning experience, and with pressures on clinical placement, it is essential to investigate methods that might improve students' skill performance before they undertake clinical practice. Our study set out to investigate (1) the impact of using simulated patients (SPs) in a practical class on physiotherapy students' skill acquisition and (2) the students' reflections on the intervention. Method: We devised a pilot study using a single-centre randomized controlled trial. A total of 28 undergraduate physiotherapy students, matched using previous practical examination grades, undertook a 2-hour practical class in which they practised their core cardiorespiratory skills. Pre-session resources were identical. The control group practised on peers; the intervention group practised on SPs. The students' skill performance was assessed 2 weeks later using the Mini-Clinical Evaluation Exercise (MiniCEX), including gathering qualitative data from the students' reflections. Twenty-eight students undertook the practical class and subsequent MiniCEX assessment. Results: A statistically significant difference was found for all aspects of the MiniCEX except medical interview (p = 0.07) and physical interview (p = 0.69), and a large effect size was found for all areas except physical interview (0.154) and medical interview (0.378). The students' reflections focused on three key themes: behaviours and attitudes, teaching the active cycle of breathing technique, and feedback. Conclusions: Our findings suggest that interacting with SPs improves student skill performance, but further research using a larger sample size and an outcome measure validated for this population is required to confirm this.

Objectif : jusqu'à présent, aucune donnée probante n'indique que la simulation haute-fidélité améliore les compétences des étudiants universitaires en physiothérapie. Compte tenu des pressions pour réduire les coûts, maintenir ou améliorer la qualité de l'expérience d'apprentissage et participer à des stages, il est essentiel d'explorer des méthodes pour améliorer le rendement des compétences avant d'entreprendre la pratique clinique. Dans la présente étude, les chercheurs ont exploré 1) les répercussions du recours à des patients simulés (PS) dans un cours pratique d'acquisition des compétences des étudiants en physiothérapie et 2) les réflexions des étudiants à l'égard de l'intervention. Méthodologie : les chercheurs ont conçu un projet pilote dans le cadre d'un essai aléatoire et contrôlé monocentrique. Au total, 28 étudiants au premier cycle en physiothérapie, jumelés d'après leurs notes antérieures aux examens pratiques, ont suivi un cours pratique de deux heures pendant lequel ils ont exercé leurs compétences de base en santé cardiorespiratoire. Ils ont tous reçu les mêmes ressources avant le cours. Les membres du groupe témoin se sont exercés sur leurs homologues, et ceux du groupe d'intervention, sur des PS. Les chercheurs ont évalué le rendement des compétences des étudiants deux semaines plus tard à l'aide du mini-exercice d'évaluation clinique (MiniCEX), qui incluait une collecte de données qualitatives sur les réflexions des étudiants. Les 28 étudiants ont suivi le cours pratique et rempli l'évaluation MiniCEX subséquente. Résultats : les chercheurs ont constaté une différence statistiquement significative dans tous les aspects du MiniCEX, sauf l'entrevue médicale (p = 0,07) et l'entrevue physique (p = 0,69), et une taille d'effet importante dans tous les secteurs sauf l'entrevue physique (0,154) et l'entrevue médicale (0,378). Les réflexions des étudiants ont porté sur trois grands thèmes : comportements et attitudes, enseignement du cycle actif de la technique respiratoire et rétroaction. Conclusion : d'après les résultats, l'interaction avec des PS améliore le rendement des compétences des étudiants, mais il faudra réaliser d'autres recherches auprès d'un plus gros échantillon et valider les résultats dans cette population pour confirmer ces observations.

Scottish healthcare student's perceptions of an interprofessional ward simulation: An exploratory, descriptive study.

The most memorable learning occurs during placement. Simulated interprofessional learning is a logical learning opportunity to help healthcare professionals work beyond their professional silos. In this qualitative study, we investigated the perceived learning of students from six health professions (adult nursing, diagnostic radiography, occupational therapy, physiotherapy, dietetics, and pharmacy) from their participation in a 45 min interprofessional ward simulation. Semistructured focus groups were undertaken, and data were analyzed using framework analysis. Two overarching themes were evident, each of which had subthemes: (i) the ward simulation as an interprofessional education opportunity (subthemes: reality of situations and interactions); and (ii) the perceived learning achieved (subthemes: professional roles, priorities, respect, communication, teamwork, and quality of care). The results indicated that a short interprofessional ward simulation, unsupported by additional learning opportunities or directed study, is a useful and engaging interprofessional learning opportunity. Students appear to have learnt important key messages central to the interprofessional education curricula to help develop practitioners who can effectively work together as an interprofessional team, and that this learning is partly due to simulation allowing things to go wrong.

Consensus among physiotherapists in the united kingdom on the use of normal saline instillation prior to endotracheal suction: a Delphi study.

PURPOSE: To investigate whether physiotherapists consider normal saline instillation (NSI) useful before endotracheal suctioning and, if so, when. METHODS: Sixty-eight respiratory physiotherapists recruited from the United Kingdom's Association of Chartered Physiotherapists in Respiratory Care agreed to participate in a Delphi study. Clinicians' opinion of when NSI should be used was established and developed into statements. Level of agreement with each statement was collated through three rounds of a questionnaire. Clinicians' experiences were also reported. RESULTS: From the 52 responses to the third questionnaire, there was consensus that respiratory physiotherapists in the United Kingdom would use NSI when sputum retention is a problem, particularly when treatment options are limited (96%) and when sputum is obstructing the airway (92%). They agreed that non-bronchoscopic bronchoalveolar lavage can be used to resolve persistent atelectasis (70%). They would not use NSI for a test treatment during initial assessment without evidence of retained secretions (94%), when secretions are copious but can be cleared by alternative physiotherapy techniques (96%), to enhance a cough unless very strong evidence indicates retained secretions (81%), or to compensate for inadequate suction technique (90%). CONCLUSION: This study provides clinicians' views about when NSI could be used.