Evaluating Changes in Clinical Decision-Making in Physical Therapy Students After Participating in Simulation

Abstract

Purpose: Physical therapy students are not consistently prepared to practice in the dynamic healthcare environment immediately after graduation. Implementing other teaching modalities may help to better prepare physical therapy graduates. Medical and nursing student education have effectively used simulation to help prepare students for clinical practice. The purpose of the quasi-experimental design study was to assess the effect of simulation on clinical decision-making (CDM) in Doctor of Physical students in a physical therapy program. Methods: One-hundred and twenty-two students in two class years participated in the study, with 71 partaking in a simulation activity and 51 students serving as the control. The first-year students participated in a task trainer simulation and the second-year students completed a hybrid simulation. The students’ CDM was measured prior to and after completing the simulation. Results: The results demonstrated that the students who participated in simulation had statistically significantly higher scores on the CDM Tool than the students who did participate in simulation. The results also further validated the CDM Tool by demonstrating that second year students had significantly higher scores on the CDM Tool than first year students at both time points. Discussion: Students demonstrated statistically significant changes in CDM after participating in one simulation experience. Further research is required to replicated these results and determine the optimal dosage of simulation experiences for long-term learning. Keywords: Assessment, Clinical decision-making, Education, Physical therapy, Simulation