Mapping Simulated-Based Learning Experiences Incorporated Into Professional Placements in Allied Health Programs: A Scoping Review

SUMMARY STATEMENT

Emerging literature continues to demonstrate the use of innovative practices such as simulated-based learning experiences to prepare students for professional placements. This scoping review aimed to provide a broad overview of how simulated-based learning experiences have been implemented within or immediately before the professional practice placements of entry-level allied health programs. Four databases (MEDLINE, EMCARE, CINAHL, and Scopus) were searched up to August 2020. Kirkpatrick's evaluation framework was used to categorize outcomes, and the Simulation-Based Research Extension for the CONSORT statement was used to appraise the quality of simulation reporting. The search revealed 6584 unique abstracts with 321 full-text articles reviewed. Forty-eight studies met the inclusion criteria. This review has shown a clear trend toward using simulation within or immediately before the professional practice placements of allied health programs. Using Kirkpatrick's evaluation framework, most studies reported on student reaction (level 1) and learning (level 2) obtained during the simulation experience. There was limited evidence showing how the benefits gained in simulation translated to the clinical environment (level 3) or impacted the organization (level 4). Further research is required to review the optimal proximity of simulation to allied health professional placements and how gains are obtained from simulation transition to the clinical environment. In addition, more consistent reporting of simulation methodologies and evaluation methods are needed to strengthen the evidence base.

From Clinical Practice to the Classroom. Advantages and Disadvantages of Video and Paper Cases on the Motivation and Clinical Reasoning of Occupational Therapy Students

Case-based learning enables the application of theory to practice using real-life patient cases. The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups. All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantly higher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives.

Digital technologies in undergraduate and postgraduate education in occupational therapy and physiotherapy: a scoping review

OBJECTIVE

The objective of this scoping review was to map research in the use of digital technologies in occupational therapy and physiotherapy education in terms of the type of digital technology used, how the digital technology is applied, and the author-reported outcomes of digital technology use.

INTRODUCTION

The ubiquitous nature of digital technology has influenced higher education, offering benefits of integrating digital technologies into curricula. However, the extent of the application of digital technologies in higher education in occupational therapy and physiotherapy warrants investigation. This scoping review mapped the reported applications of digital technology in both undergraduate and postgraduate occupational therapy and physiotherapy education.

INCLUSION CRITERIA

Research studies on the use of digital technology in undergraduate and/or postgraduate education in occupational therapy and/or physiotherapy were considered for inclusion in this scoping review.

METHODS

A comprehensive search strategy using multiple databases was employed to find relevant studies. Keywords and the derivatives of "digital technology," "education," "occupational therapy" and "physiotherapy" were used. The databases searched included MEDLINE via PubMed, the Cochrane Central Register of Controlled Trials, Physiotherapy Evidence Database (PEDro), EBSCOhost Education Research Complete, EBSCOhost ERIC, EBSCOhost MasterFILE Premier, EBSCOhost CINAHL Complete, OT Database, OT Seeker and Scopus. Google Scholar was also searched. The filter "humans" was applied, where possible. Peer-reviewed qualitative and quantitative research studies were considered for inclusion. Owing to the rapid development of technologies, studies that were published from January 2013 to April 2019 were included. This review only included papers available in English. The relevant studies and their reported outcomes were organized and analyzed thematically.

RESULTS

The initial search yielded 2853 articles. Title, abstract and full-text review yielded 52 suitable papers meeting criteria. The final data set represented 4038 participants. Data were analyzed according to three main categories, namely, type of technology used, application of digital technology and author-reported outcomes. The review showed that occupational therapy and physiotherapy educators have used a wide variety of digital technologies, including quizzes, videos, social media, learning management systems and content repositories. Digital technologies have been applied in a range of learning and teaching contexts, including feedback and assessment, clinical skills and techniques, professional behaviors, clinical reasoning and fieldwork supervision. Author-reported outcomes varied between studies and were associated with student factors (e.g. anxiety, self-efficacy), technical difficulties when implementing digital technology, as well as financial costs.

CONCLUSION

A wide variety of digital technologies can support learning and teaching across many contexts in occupational therapy and physiotherapy education. Technology should not be used in isolation and must be aligned to the proposed learning outcomes. Studies highlight the need for face-to-face contact with lecturers and fellow students in addition to the use of digital technology.

Digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education: a scoping review protocol

REVIEW QUESTION AND OBJECTIVE

How have digital technologies been used in occupational therapy and physiotherapy undergraduate and postgraduate education?Specifically, the objective of this scoping review is to present an overview of research on the use of digital technologies in terms of type of digital technology used, pedagogy associated with the use of digital technology, subject/topic/area of application, experiences/perception of digital technology used, outcomes of the digital technology used and challenges to the use of digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education.

Simulation in Occupational Therapy Curricula: A literature review

BACKGROUND/AIM

Simulated learning experiences are increasingly being used in health-care education to enhance student engagement and provide experiences that reflect clinical practice; however, simulation has not been widely investigated in occupational therapy curricula. The aim of this paper was to: (i) describe the existing research about the use and evaluation of simulation over the last three decades in occupational therapy curricula and (ii) consider how simulation has been used to develop competence in students.

METHODS

A literature review was undertaken with searches of MEDLINE, CINAHL and ERIC to locate articles that described or evaluated the use of simulation in occupational therapy curricula.

RESULTS/FINDINGS

Fifty-seven papers were identified. Occupational therapy educators have used the full scope of simulation modalities, including written case studies (22), standardised patients (13), video case studies (15), computer-based and virtual reality cases (7), role-play (8) and mannequins and part-task trainers (4). Ten studies used combinations of these modalities and two papers compared modalities. Most papers described the use of simulation for foundational courses, as for preparation for fieldwork, and to address competencies necessary for newly graduating therapists. The majority of studies were descriptive, used pre-post design, or were student's perceptions of the value of simulation.

CONCLUSION

Simulation-based education has been used for a wide range of purposes in occupational therapy curricula and appears to be well received. Randomised controlled trials are needed to more accurately understand the effects of simulation not just for occupational therapy students but for longer term outcomes in clinical practice.

Simulated patients in a mental health occupational therapy course: A pilot study

Introduction

The use of simulated patients is well established in medicine and nursing. There is little research evaluating the use of simulated patients in occupational therapy education and none which focuses on mental health. This study sought to determine the acceptability and effectiveness of using simulated patients in a mental health occupational therapy course. The pilot also sought to address the challenge of providing simulation experience to a large number of students in a cost and time effective manner.

Method

Occupational therapy students participated in a simulation which involved an initial interview assessment with an actor portraying a person with a mental health diagnosis. The students worked in small groups for the simulation, rotating into the therapist role using a carousel model. Students completed a survey about their experience of the simulation.

Results

The students rated the simulation experience highly in terms of authenticity and learning outcomes. Qualitative analysis of open-ended responses produced five themes: authentic experience, developing skills, feedback and reflection, we should do more of this, and developing the experience further.

Conclusion

The pilot was effective in allowing a large number of students to engage directly with the simulated patient without negatively impacting on the experience.

From All Perspectives: Opinions of Students and Teaching Staff regarding Occupational Therapy Distance Education

Introduction:

A Canadian university's entry-to-practice occupational therapy programme offered all six academic courses in the first autumn semester using online technologies.

Method:

This formative study explored the perspectives of the instructors (n = 6) and students (n = 4) who chose this education format for their online teaching and learning. Students and instructors participated in interviews and focus groups.

Findings:

Emerging themes from analysis were issues and recommendations related to course delivery, communication and support, courses particularly suited to distance delivery, and technical assistance.

Conclusion:

This study is unique in presenting the insights of multiple education stakeholders who participated in a whole semester of online rehabilitation courses.