Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials

Blackstock, Felicity C., Watson, Kathryn M., Morris, Norman R., Jones, Anne, Wright, Anthony, McMeeken, Joan M., Rivett, Darren A., O'Connor, Vivienne, Peterson, Raymond F., Haines, Terry P., Watson, Geoffrey and Jull, Gwendolen Anne (2013) Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials. Simulation in Healthcare, 8 1: 32-42. doi:10.1097/SIH.0b013e318273101a

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Blackstock, Felicity C.
Watson, Kathryn M.
Morris, Norman R.
Jones, Anne
Wright, Anthony
McMeeken, Joan M.
Rivett, Darren A.
O'Connor, Vivienne
Peterson, Raymond F.
Haines, Terry P.
Watson, Geoffrey
Jull, Gwendolen Anne
Title Simulation can contribute a part of cardiorespiratory physiotherapy clinical education: two randomized trials
Journal name Simulation in Healthcare   Check publisher's open access policy
ISSN 1559-2332
Publication date 2013-02
Sub-type Article (original research)
DOI 10.1097/SIH.0b013e318273101a
Volume 8
Issue 1
Start page 32
End page 42
Total pages 11
Place of publication Philadelphia, PA, United States
Publisher Lippincott Williams & Wilkins
Collection year 2014
Language eng
Formatted abstract
Introduction: Simulated learning environments (SLEs) are used worldwide in health professional education, including physiotherapy, to train certain attributes and skills. To date, no randomized controlled trial (RCT) has evaluated whether education in SLEs can partly replace time in the clinical environment for physiotherapy cardiorespiratory practice.

Methods: Two independent single-blind multi-institutional RCTs were conducted in parallel using a noninferiority design. Participants were volunteer physiotherapy students (RCT 1, n = 176; RCT 2, n = 173) entering acute care cardiorespiratory physiotherapy clinical placements. Two SLE models were investigated as follows: RCT 1, 1 week in SLE before 3 weeks of clinical immersion; RCT 2, 2 weeks of interspersed SLE/clinical immersion (equivalent to 1 SLE week) within the 4-week clinical placement. Students in each RCT were stratified on academic grade and randomly allocated to an SLE plus clinical immersion or clinical immersion control group. The primary outcome was competency to practice measured in 2 clinical examinations using the Assessment of Physiotherapy Practice. Secondary outcomes were student perception of experience and clinical educator and patient rating of student performance.

Results: There were no significant differences in student competency between the SLE and control groups in either RCT, although students in the interspersed group (RCT 2) achieved a higher score in 5 of 7 Assessment of Physiotherapy Practice standards (all P < 0.05). Students rated the SLE experience positively. Clinical educators and patients reported comparability between groups.

Conclusions: An SLE can replace clinical time in cardiorespiratory physiotherapy practice. Part education in the SLE satisfied clinical competency requirements, and all stakeholders were satisfied.
Keyword Simulated learning environments
Cardiorespiratory physiotherapy
Randomized controlled trial
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Health and Rehabilitation Sciences Publications
School of Medicine Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 7 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 8 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Sun, 17 Mar 2013, 00:44:41 EST by System User on behalf of School of Medicine