Physical therapy students’ perception of their ability of clinical and clinical decision-making skills enhanced after simulation-based learning courses in the United States: a repeated measures design

Purpose It aimed to investigate physical therapy students’ perception of their ability of clinical and clinical decision-making skills after a simulation-based learning course in the United States. Methods Survey questionnaires were administered to voluntary participants, including 44 second and third-year physical therapy students of the University of St. Augustine for Health Sciences during 2021–2022. Thirty-six questionnaire items consisted of 4 demographic items, 1 general evaluation, 21 test items for clinical decision-making skills, and 4 clinical skill items. Descriptive and inferential statistics evaluated differences in students’ perception of their ability in clinical decision-making and clinical skills, pre- and post-simulation, and post-first clinical experience during 2021–2022. ResultsFriedman test revealed a significant increase from pre- to post-simulation in perception of the ability of clinical and clinical decision-making skills total tool score (P Conclusion The above findings suggest that simulation-based learning helped students begin their first clinical experience with enhanced clinical and clinical decision-making skills

Effectiveness of Simulation-based Learning compared to Integrated Clinical Experience in Development of DPT Students’ Clinical Decision-Making Skills

Background: Simulation-based learning has a significant footprint on entry-level physical therapy programs. Students’ clinical decision-making (CDM) skills development through simulation-based learning (SBL) format when compared to the Integrated Clinical Experience (ICE) remains unknown. Self-efficacy of Clinical and CDM skills tool measures clinical skills, clinical decision-making, and total self-efficacy of clinical and CDM skills.2 A need to evaluate the effectiveness of simulation-based learning compared to ICE in development of CDM skills Purpose: The purpose of this study was to compare the effectiveness of simulation-based learning and the Integrated Clinical Experience (ICE) in the development of DPT student clinical decision-making skills as determined by: Total Clinical Decision Making (CDM) Clinical Skills tool scores, CDM (21-item) subscale scores, and Clinical Skills (4-item) subscale scores Survey-based descriptive and exploratory cross-sectional design. The survey was administered before and after an 8-week simulation course, and after a 6-week Integrated Clinical Experience (ICE). Survey comprised of 36-questions on clinical decision making (CDM), clinical skills, self-efficacy, demographics, and effectiveness of simulation. Participants- 215 second year DPT students from private health science university during Fall 2021- Summer 2022 simulation–based learning course and ICE. N=79 students pre-simulation, N=73 post-simulation, and N=63 post-ICE. Results: Clinical Decision Making (CDM) clinical skills total : Significant increase in score from pre-simulation (Md=94, n=79) to post-simulation (Md=103, n=73), U=4296, r=.42, p= No significant difference in post-simulation (Md=103, n=73) and post-ICE (Md=102, n=63), U=2326, p=.908 (Fig 1b; Table). CDM (21-item) subscale: Significant increase in score from pre-simulation (Md=79, n=79) to post-simulation (Md=86, n=73), U=4257.5, r=.41, p= No significant difference in post-simulation (Md=86, n=73) and post-ICE (Md=85, n=63), U=2326, p=.908 (Fig 2.b; Table). Clinical Skills subscale: Significant increase in score from pre-simulation (Md=16, n=79) to post-simulation (Md=17, n=73), U=4187, r=.40, p= No significant difference in post-simulation Md=17, n=73) and post-ICE (Md=17, n=63), U=2302, p=.991 (Fig 3.b; Table). Discussion: Significant increases in DPT Students clinical skills, clinical decision-making, and total self-efficacy of clinical and CDM skills tool scores were found between pre-simulation and post-simulation in curriculum. No Significant differences in clinical skills, clinical decision-making, and total self-efficacy of clinical and CDM skills tool scores were found between post-simulation and post-ICE, although CDM skills continued to improve during ICE, suggesting a ceiling effect for development of CDM skills may exist. Findings suggest simulation-based learning was effective in preparing DPT students to begin their ICE with enhanced clinical skills, clinical decision-making, and self-efficacy. We recommend expanding DPT students’ simulation-based learning to optimize the development of clinical decision-making skills prior to clinical experiences

Is Vision Essential to Physical Therapist Practice? Perceptions of Interested Parties in DPT Education

Introduction: The perceptions of students, faculty, staff, and clinicians regarding blindness or visual impairment (BVI) and physical therapist practice were explored before, during, and after interactions with a Doctor of Physical Therapy (DPT) student with BVI. Review of Literature: Information is sparse about the prevalence of students with disabilities in DPT programs in the United States. Medical school programs that welcome students with disabilities report positive interactions with faculty and student peers. Subjects: 36 (20 students, 11 faculty, 2 staff, and 3 clinical instructors) Methods: A recent DPT graduate (pseudonym JM) with BVI classified as “near total blindness”, is now a licensed, full-time employee at an outpatient orthopedic clinic. We surveyed students, faculty, staff, and clinicians who interacted with JM as a DPT student, asking for perceptions about the education, clinical skills, and employment potential of a DPT student with BVI. Results: An increase toward more favorable perceptions of individuals with BVI was exhibited for all 10 of the Likert scale questions, X2(2)=38.00 to 59.42, p\u3c 0.001. Post hoc analysis demonstrated an increase between perceptions before and during interactions with JM for all questions, Z=-4.02 to -4.95, p\u3c 0.001. Six of 10 questions exhibited an increase between perceptions during and after interacting with JM, Z=-2.53 to -3.50 p≤ 0.011. Qualitative analysis revealed three themes: accommodations, personal qualities, and setting with an overarching theme of an approbative shift in perceptions. Discussion and Conclusion: The shift in perceptions about vision as essential for physical therapist practice is important and suggests that “essential functions” should be considered within the context of the individual’s characteristics and lived experiences. Reevaluation of DPT program applicant qualifications regarding vision may be warranted. Further, for clinical instructors, the benefits may outweigh the challenges of mentoring a student with accommodations for BVI