Enhancing Physiotherapy Education Through Simulation: Academic, Psychological, and Motivational Outcomes

Year 2025, Volume: 3 Issue: 3, 134 - 139, 10.09.2025

Fatma Ayvat , Gülşah Sütçü Uçmak , Özge Onursal Kılınç , Mert Doğan , Ender Ayvat , Muhammed Kılınç , Özlem Ülger , Sibel Aksu Yıldırım

Abstract

Purpose: This study aimed to investigate the effects of simulation-based training on physiotherapy students’ academic performance, satisfaction, self-confidence, motivation, and perceptions of the quality of educational practices in neurological physiotherapy and rehabilitation.
Method: Third-year students enrolled in the Neurological Rehabilitation course were assigned to either a simulation group or a control group. The simulation group received simulation-supported training using models and mannequins, whereas the control group underwent traditional instruction with practical demonstrations performed on students. Academic performance was evaluated in both groups using a rubric-based assessment form. Students’ perceptions of simulation-supported education were assessed with the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS) and the Educational Practices Questionnaire (EPQ).
Results: No significant difference was observed between the groups in the Collaboration subscale of the EPQ (p=0.373). However, scores for the Active Learning (p=0.001), Diverse Ways of Learning (p<0.001), and High Expectations (p<0.001), subscales, as well as the total score (p<0.001), were significantly higher in the simulation group. Similarly, in the SSSCLS, the simulation group achieved significantly higher scores in both subscales (p=0.001) and the total score (p<0.001). Academic performance scores were also significantly higher in the simulation group (p=0.001).
Discussion: The results demonstrate that simulation-based education substantially improves physiotherapy students’ academic performance, satisfaction, and self-confidence. These findings underscore the value of integrating simulation more extensively into physiotherapy curricula and highlight the need for structured faculty development programs to optimize its pedagogical impact.

Keywords

Physiotherapy , Neurological Rehabilitation , Simulation Based Education.

References

• 1. Dairo YM, Hunter K, Ishaku T. The impact of simulation-based learning on the knowledge, attitude and performance of physiotherapy students on practice placement. BMC Med Educ. 2024;24(1):786.
• 2. Sabus C, Macauley K. Simulation in physical therapy education and practice: Opportunities and evidence-based instruction to achieve meaningful learning outcomes. J Phys Ther Educ. 2016;30(1):3-13.
• 3. Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100(3):363.
• 4. Cant RP, Cooper SJ. Simulation‐based learning in nurse education: systematic review. J Adv Nurs. 2010;66(1):3-15.
• 5. Gaba DM. The future vision of simulation in health care. BMJ Qual Saf. 2004;13(suppl 1):i2-i10.
• 6. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86(6):706-11.
• 7. Barry Issenberg S, Mcgaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10-28.
• 8. Kınıklı Gİ, Erden A, Cavlak U, Erden Z. Fizyoterapi ve rehabilitasyon eğitiminde simülasyon uygulamaları. Turkiye Klinikleri Med Educ-Special Topics. 2017;2(2):104-10.
• 9. Mishra SS, Palekar T, Panhale V. Investigating the effects of simulation-based teaching on learning domains designed for physiotherapy students. J Mod Rehabil. 2023.
• 10. Shoemaker MJ, Riemersma L, Perkins R. Use of high fidelity human simulation to teach physical therapist decision-making skills for the intensive care setting. Cardiopulm Phys Ther J. 2009;20(1):13-8.
• 11. Jeffries PR, Rizzolo MA. Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study. New York, NY: National League for Nursing. 2006;5(11):500-5.
• 12. Unver V, Basak T, Watts P, Gaioso V, Moss J, Tastan S, et al. The reliability and validity of three questionnaires: the student satisfaction and self-confidence in learning scale, simulation design scale, and educational practices questionnaire. Contemp Nurse. 2017;53(1):60-74.
• 13. Kolb AY. The Kolb learning style inventory-version 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct. 2005;200(72):166-71.
• 14. Blackford J, McAllister L, Alison J. Simulated learning in the clinical education of novice physiotherapy students. Int J Pract-Based Learn Health Soc Care. 2015;3(1):77-93.
• 15. Şendir M, Doğan P. Use of simulation in nursing education: A systematic review. Florence Nightingale J Nurs. 2015;23(1):49-56.
• 16. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68.
• 17. Hagan L, Schecter Weiner S, Rosen Z. The impact of low-cost, optimal-fidelity simulation on physical therapy students’ clinical performance and self-efficacy: a pilot study. J Clin Educ Phys Ther. 2020; 2.
• 18. Dale DC, Wendland DM, Haney T. Assessment of Physical Therapy Students’ Self-Efficacy and Accuracy Measuring Blood Pressure Using a Low-Fidelity Task Trainer. Internet J Allied Health Sci Pract. 2025;23(1):16.
• 19. Roberts F, Cooper K. Effectiveness of high fidelity simulation versus low fidelity simulation on practical/clinical skill development in pre-registration physiotherapy students: a systematic review. JBI Evid Synth. 2019;17(6):1229-55.