A Simulation-Based Framework in Musculoskeletal Physiotherapy Education: Effects on Learning Satisfaction and Self-Confidence

Abstract

Objective: Simulation is an important educational strategy in health education, and there are limited studies on the development and integration of simulation in undergraduate physiotherapy education. This study sought to develop a simulated scenario framework for undergraduate musculoskeletal physiotherapy education, evaluate the satisfaction of senior physiotherapy students with simulation-based education, and investigate the relationship between simulation design features, student satisfaction, and self-confidence in learning. Material and Methods: A simulated scenario framework was developed, and a 6-week education program was planned to use this framework. 50 senior physiotherapy students who took the Clinical Decision Making in Physiotherapy course and agreed to participate voluntarily were included in the study. Data on Student Satisfaction and Self-Confidence in Learning Scale, and Simulation Design Scale were collected via an online survey after the simulated scenario education. Results: The results of Self-Confidence in Learning Scale (mean score 49.54 ± 5.12) and Simulation Design Scale (mean score 83.90 ± 7.89) were found to be high. In addition, a strong positive correlation was found between the Student Satisfaction and Self-Confidence in Learning Scale and the Simulation Design Scale results (r=0.74, p<0.001). Conclusion: It is necessary to improve the curriculum and content for simulation education in physiotherapy. Developing an educational framework that will guide the development, delivery, and evaluation of simulated scenario education is an important step. Therefore, the simulation education framework that students are satisfied with and confident in may be appropriate for use in musculoskeletal physiotherapy undergraduate education.

Keywords

• Framework
• Physiotherapy students
• Self-confidence
• Simulation
• Student satisfaction

Muskuloskeletal Fizyoterapi Eğitiminde Simülasyon Tabanlı Bir Çerçeve: Öğrenme Memnuniyeti ve Özgüven Üzerindeki Etkileri

Abstract

Amaç: Simülasyon, sağlık eğitiminde önemli bir eğitim stratejisidir ve lisans fizyoterapi eğitiminde simülasyonun geliştirilmesi ve entegrasyonuna ilişkin sınırlı sayıda çalışma bulunmaktadır. Bu çalışma, lisans kas-iskelet fizyoterapi eğitimi için simüle edilmiş bir senaryo çerçevesi geliştirmeyi, son sınıf fizyoterapi öğrencilerinin simüle edilmiş senaryo eğitimiyle ilgili memnuniyetini değerlendirmeyi ve simülasyon tasarım özellikleri, öğrenci memnuniyeti ve öğrenmede öz güven arasındaki ilişkiyi araştırmayı amaçlamaktadır. Gereç ve Yöntem: Simüle edilmiş bir senaryo çerçevesi geliştirildi ve bu çerçeveyi kullanmak için 6 haftalık bir eğitim planlandı. Fizyoterapide Klinik Karar Verme dersini alan ve gönüllü olarak katılmayı kabul eden 50 son sınıf fizyoterapi öğrencisi çalışmaya dahil edildi. Öğrenci Memnuniyeti ve Öğrenmede Öz Güven Ölçeği ve Simülasyon Tasarım Ölçeği ile ilgili veriler, simüle edilmiş senaryo eğitimi sonrasında çevrimiçi bir anket yoluyla toplandı. Bulgular: Öğrenci Memnuniyeti ve Öğrenmede Öz Güven Ölçeği (ortalama puan 49,54 ± 5,12) ve Simülasyon Tasarım Ölçeği (ortalama puan 83,90 ± 7,89) sonuçlarının yüksek olduğu bulundu. Ayrıca, Öğrenci Memnuniyeti ve Öğrenmede Öz Güven Ölçeği ile Simülasyon Tasarım Ölçeği sonuçları arasında güçlü bir pozitif korelasyon bulundu (r=0,74, p<0,001). Sonuç: Fizyoterapide simülasyon eğitimi için müfredat ve içeriğin iyileştirilmesi gerekmektedir. Simüle edilmiş senaryo eğitiminin geliştirilmesi, sunulması ve değerlendirilmesine rehberlik edecek bir eğitim çerçevesi geliştirmek önemli bir adımdır. Bu nedenle, öğrencilerin memnun ve güven duyduğu simülasyon eğitim çerçevesi, kas-iskelet fizyoterapisi lisans eğitiminde kullanım için uygun olabilir.

Keywords

• Çerçeve
• Fizyoterapi öğrencileri
• Özgüven
• Simülasyon
• Öğrenci memnuniyeti

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