For the examination portion, 16.7 ± 16.3% chose all items and performed them correctly with 59.1 ± 16.3% missing 2 or fewer items. Most students (75.5 ± 14%) missed 2 or fewer interview items. Results: For the interview portion, 22.8 ± 18.9% of students chose all required interview questions and gathered needed information. Students then called the standardized physician to discuss concerns and provide a recommendation. Students discussed the concerns with the standardized patient and stated why the physician needed to be contacted. Student performance was scored by the standardized patients based on minimum interview and examination items required. After receiving a patient scenario, students chose and performed examination items to identify signs that did not fit with the presenting musculoskeletal complaint. Methods: Students evaluated a standardized patient in an outpatient setting model. The purposes of this study are to 1) demonstrate the feasibility of the use of standardized patients (SPs) and standardized physicians (SPhs) during a practical examination focused on medical screening, and 2) report outcomes related to the students’ abilities to screen for medical issues and make clinical decisions about referral to a physician. In physical therapy education, learning activities followed by assessment of skills and clinical reasoning is important. Purpose: Physical therapists (PTs) screen their patients for medical issues that may present as musculoskeletal conditions. The introduction of interprofessional education events, where important skills and role clarification can be experienced in a non-threatening way, can benefit students and facilitators alike. The facilitators learnt how to improve on the simulation scenario and their facilitation skills. Participants gained an understanding of the multi-disciplinary team’s functioning, the importance of professional skills and behaviour. Facilitators initiated reflection at the end of each session. A multi-disciplinary team comprising one representative per profession conducted the consultation, while the other students observed. Eighty-two senior medical, occupational therapy and physiotherapy students participated in a simulated event over three separate sessions. This study explores the perceptions of healthcare students and their facilitators of a simulated interprofessional consultation. At Medunsa, an institution for higher education of healthcare professionals, each profession’s teaching occurs independently. Newly graduated healthcare workers should appreciate the importance of teamwork and each profession’s unique role in a multi-disciplinary team. However, the effectiveness as a stand-alone assessment tool requires further research. Simulation has now been embedded across a range of health professional education and it appears that simulation-based assessments can be used effectively. Limitations of the research papers included small participant numbers, poor methodological quality, and predominance of studies from medicine, which preclude any definite conclusions. The findings indicated that simulation was more robust when used as an assessment in combination with other assessment tools and when more than one simulation scenario was used. Twenty-one articles were included in the final review. Simulation techniques using human patient simulators, standardized patients, task trainers, and virtual reality were included.Ī total of 1,064 articles were identified using search criteria, and 67 full-text articles were screened for eligibility. The McMasters Critical Review for quantitative studies was used to determine methodological value on all full-text reviewed articles. Therefore, the aim of this systematic review was to examine simulation as an assessment tool of technical skills across health professional education.Ī systematic review of Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), Medical Literature Analysis and Retrieval System Online (Medline), and Web of Science databases was used to identify research studies published in English between 20 reporting on measures of validity, reliability, or feasibility of simulation as an assessment tool. However, there is a lack of evidence about the effectiveness of using simulation for the assessment of competency. While simulation has predominantly been used to train health professionals and students for a variety of clinically related situations, there is an increasing trend to use simulation as an assessment tool, especially for the development of technical-based skills required during clinical practice. The use of simulation in health professional education has increased rapidly over the past 2 decades.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |