نبذة مختصرة : Introduction/Background Simulation can supplement clinical placements with the potential to increase placement capacity and provide students with experience in areas of need. Videoconferencing enables simulation to be administered centrally and accessed remotely. Purpose/Objectives This study aimed to determine the effectiveness of a remotely accessed simulated learning program designed to complement a traditional physiotherapy clinical placement. Issues/Questions for exploration or ideas for discussion A total of 178 students undertaking 5-week musculoskeletal placements took part in the simulated learning via one of three videoconferencing systems. Students were invited to complete questionnaires before and after their placement based on the reaction, learning and behaviour levels of the Kirkpatrick model; and perceived system usability. Results Twenty-eight percent (49) of students responded to the questionnaires. Intrinsic Motivation Inventory scores indicated moderate levels of interest, competence, tension and confidence (means ranged 4.0- 5.4 on a 7-point scale). Students’ confidence post simulation increased in communication, assessment and management (p<0.0001, Wilcoxon Signed-Ranks Test). Overall, students rated simulated learning as having a positive impact on the communication, assessment and management performance in their clinical placement (means ranged 5.1-5.8 on a 7-point scale). The videoconferencing systems were rated below the usable level of 68 on the System Usability Scale. Discussion Students generally reported a positive response to the program, and a positive impact on their learning and performance. The results highlight challenges associated with using videoconferencing technology for simulation or patient management. Conclusion This study demonstrates the potential of remotely accessed simulated learning as a valuable addition to physiotherapy students’ clinical placement. ; Griffith Health Faculty ; Full Text
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