Dataset Information

The PIER framework for healthcare simulation integration in undergraduate physiotherapy education.

ABSTRACT:

Background

The need for healthcare curricula renewal to facilitate a continuum in education from classrooms to diverse healthcare settings is undeniable. Simulation has been recognized as an educational strategy to address healthcare education challenges, with limited reporting on the integration of simulation-based learning experiences in physiotherapy education. The study aimed to describe the finalisation of a framework for integration of healthcare simulation in an undergraduate physiotherapy program.

Methods

A qualitative descriptive research design was utilized. Five South African experts in the fields of healthcare simulation and/or physiotherapy education contributed to the finalization of the framework during a consensus meeting. Content analysis was employed and credibility was ensured through double coding.

Results

Structural coding yielded five themes- Planning, Implementation, Program Evaluation, Program Revision and Framework. The five themes consisted of fifteen categories, two sub-categories and 44 codes. The planning theme was most robust with seven categories. The Planning, Implementation, Evaluation, Revision (PIER) framework was developed and finalized by expert participants. following the consensus meeting.

Conclusion

Needs analyses when planning and incorporating simulation is essential. Collaboration through resource and knowledge sharing is vital in developing a responsive curriculum integrating simulation. Furthermore, facilitator and student preparation are paramount in ensuring active engagement in simulated-based learning experiences. The interconnectedness of all framework elements and integration phases, as well as the implied importance of competent facilitators and prepared students is crucial and highlights careful consideration to be given to these aspects. The PIER framework is generic in nature and represents the continuous process of simulation integration for any healthcare program.

SUBMITTER: van der Merwe A

PROVIDER: S-EPMC9509622 | biostudies-literature | 2022 Sep

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

The PIER framework for healthcare simulation integration in undergraduate physiotherapy education.

van der Merwe Anke A Barnes Roline Yvette RY Labuschagne Mathys Jacobus MJ

BMC medical education 20220924 1

<h4>Background</h4>The need for healthcare curricula renewal to facilitate a continuum in education from classrooms to diverse healthcare settings is undeniable. Simulation has been recognized as an educational strategy to address healthcare education challenges, with limited reporting on the integration of simulation-based learning experiences in physiotherapy education. The study aimed to describe the finalisation of a framework for integration of healthcare simulation in an undergraduate phys ...[more]

PMID: 36153498

Similar Datasets

Project description:BackgroundIn a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes.MethodsA scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes.ResultsThe database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: 'student engagement in research', 'curriculum improvement regarding EBP', 'EBP teaching' and 'journal club', where 'EBP teaching' was most frequently identified.ConclusionsFindings from this scoping review suggest that ensuring students' competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students' basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.

Project description:BackgroundCase-based learning (CBL) is considered an effective teaching approach that provides medical students with a learning environment simulating future actual practice. So we aimed to implement CBL, as an additional component to traditional teaching methods (TTMs) in applied physiology for undergraduate physiotherapy students (UPS) and to evaluate its impact on students' perception and academic performance compared to TTMs alone.MethodsCBL was implemented during the teaching of applied physiology throughout the neuroscience course in the 4th semester for UPS. Nine cases related to the topics taught were selected. The academic achievement was evaluated through the students' grades, and the students' perception and facilitators' feedback were explored through a structured, web-based perception questionnaire.ResultsOf the 244 UPS students, 238 completed the survey following the CBL approach. A total of 97.5% reported a higher perception of the combined CBL with TTMs compared to the traditional approach, with a median overall perception score of 99.0. 93.3% of the enrolled students ensured that combined CBL with TTMs was better in all features in applied physiology education. Integrating CBL with TTMs was associated with improved academic performance. While the maximum grade remained consistent at 10 for both traditional physiology labs and combined CBL with TTMs, the minimum grade improved significantly from 2.0 in traditional lab teaching to 7.5 in combined CBL and TTMs. Median grades also increased from 8.5 to 10.0 when CBL was combined with TTMs, with better performance observed at both the 25th and 75th percentiles under the hybrid CBL and TTMs approach (10.0 vs. 7.0 and 10.0 vs. 9.5, respectively).ConclusionIncorporating CBL alongside TTMs provided a more engaging learning experience, with increased students' perception, and promoted their academic achievement. An enhanced teaching framework with the integration of CBL can be broadly implemented as a more interactive teaching tool not only in applied physiology but also in other health sciences to overcome the limitations of the TTMs and ensure better outcomes.

Dataset Information

The PIER framework for healthcare simulation integration in undergraduate physiotherapy education.

Background

Methods

Results

Conclusion

Publications

The PIER framework for healthcare simulation integration in undergraduate physiotherapy education.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets