Abstract
Aim: To determine the effect of high-fidelity simulation-based learning on the clinical performance preparedness of physiotherapy students and physiotherapists in acute cardiorespiratory physiotherapy.
Design: Systematic review with meta-analysis.
Method: Quantitative and qualitative studies that used high-fidelity simulation (full-body computerised mannequins capable of real-time responses) were included. Clinical performance referred to outcomes relating to skills and knowledge whilst preparedness related to outcomes relating to confidence and self-efficacy.
Results: Eleven studies were identified, and two trials had data that could be pooled in a meta-analysis. High-fidelity simulation-based learning had a minimal positive effect on clinical performance as measured by Assessment of Physiotherapy Practice (APP) (0.29, 95% CI -0.07 to 0.64) of physiotherapy students. The remaining studies indicated positive effects of high-fidelity simulation based-learning. However, they differed substantially in intervention delivery and outcomes and/or were quasi-experimental designs preventing pooling of results. Nine qualitative themes were identified – knowledge/exposure, skill performance/intervention, learner satisfaction, critical thinking/decision making, self-confidence, safety, communication, multi-tasking and realism. Identified studies only provided evidence for physiotherapy students.
Conclusion: Current evidence on high-fidelity simulation-based learning in physiotherapy lacks standardised interventions and varies considerably in the types of outcomes measured, therefore, further research is required.
Key Practice Points: High-fidelity simulation-based learning may be useful in acute cardiorespiratory physiotherapy education, although learner/educator preferences and availability of resources should be considered.
Proposed impact, if any, on the health outcomes of Aboriginal and Torres Strait Islander people: This research outlines a type of physiotherapy education intervention. It isn’t specific for Aboriginal and Torres Strait Islander people and therefore benefit to this population isn’t expected.
Design: Systematic review with meta-analysis.
Method: Quantitative and qualitative studies that used high-fidelity simulation (full-body computerised mannequins capable of real-time responses) were included. Clinical performance referred to outcomes relating to skills and knowledge whilst preparedness related to outcomes relating to confidence and self-efficacy.
Results: Eleven studies were identified, and two trials had data that could be pooled in a meta-analysis. High-fidelity simulation-based learning had a minimal positive effect on clinical performance as measured by Assessment of Physiotherapy Practice (APP) (0.29, 95% CI -0.07 to 0.64) of physiotherapy students. The remaining studies indicated positive effects of high-fidelity simulation based-learning. However, they differed substantially in intervention delivery and outcomes and/or were quasi-experimental designs preventing pooling of results. Nine qualitative themes were identified – knowledge/exposure, skill performance/intervention, learner satisfaction, critical thinking/decision making, self-confidence, safety, communication, multi-tasking and realism. Identified studies only provided evidence for physiotherapy students.
Conclusion: Current evidence on high-fidelity simulation-based learning in physiotherapy lacks standardised interventions and varies considerably in the types of outcomes measured, therefore, further research is required.
Key Practice Points: High-fidelity simulation-based learning may be useful in acute cardiorespiratory physiotherapy education, although learner/educator preferences and availability of resources should be considered.
Proposed impact, if any, on the health outcomes of Aboriginal and Torres Strait Islander people: This research outlines a type of physiotherapy education intervention. It isn’t specific for Aboriginal and Torres Strait Islander people and therefore benefit to this population isn’t expected.
| Original language | English |
|---|---|
| Publication status | Published - 2019 |