Clinical Teacher最新文献

Introduction

Simulation-based learning experiences (SBLEs) are increasingly used to enhance clinical competencies, with communication skills being a key focus. However, there remains a gap in identifying and validating assessment tools specifically suited for evaluating communication with SBLEs in physical therapist education. This systematic review aims to identify existing validated communication skills assessment tools suitable for use in physical therapist education, addressing this critical need.

Methods

A systematic review was conducted to identify validated communication assessment tools applicable to physical therapist training. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and utilised the Modified Medical Education Research Study Quality Instrument (MMERSQI) to assess instrument methodological quality. Studies included in the review were selected based on relevance and quality, with attention to tool characteristics and psychometric properties.

Results

The review identified a range of communication assessment tools, categorised into general, niche and framework-based communication tools, highlighting their applicability across different healthcare contexts.

Conclusion

Existing communication assessment tools offer a promising foundation for evaluating learner performance in SBLEs. Rather than developing new instruments, educators should consider adapting and implementing validated tools, particularly those with demonstrated reliability, for use in physical therapy education. Future research should focus on integrating and validating these tools into diverse simulation contexts to enhance instruction effectiveness and learner outcomes.

Background

Simulation-based education is widely used in nursing and medical education, but its use in physical therapy education remains inconsistent. The International Nursing Association for Clinical Simulation and Learning developed standardised benchmarks to measure good simulation and provide evidence-based guidelines for implementation. These Healthcare Simulation Standards of Best Practice (HSSOBP), particularly the prebrief, are often underutilised. Prebriefing promotes a psychologically safe learning environment and sets clear expectations, which are linked to improved student learning and confidence. This project aimed to develop, implement and evaluate a standardised prebrief aligned with HSSOBP across three Doctor of Physical Therapy programs.

Approach

Faculty from three academic institutions collaborated to design a standardised prebrief adapted for their simulation-based learning experiences (SBLEs). Students completed the Simulation Effectiveness Tool-Modified after participating in SBLEs to assess impact.

Evaluation

A total of 165 students participated across five SBLEs. Of those, 98% agreed prebrief improved their confidence and supported learning. Open-ended feedback reinforced that it contributed to a positive and productive simulation experience.

The standardised prebrief framework is adaptable across institutions and health professions, offering a practical, scalable approach to improve readiness, confidence and learning while promoting consistency and safer patient care.

Implications

Standardised prebriefing is a practical approach to improving simulation-based education. It promotes consistency while allowing flexibility to fit local needs. Core elements are relevant across health professions. This model offers a replicable framework for educators aiming to strengthen simulation outcomes. Future research should explore its long-term impact on learning and clinical performance.

Background

Surgical placement for medical students can be challenging due to the unfamiliar operative room environment and confronting vision of open surgery. Virtual reality (VR) could provide an engaging way to prepare students for surgical learning. We sought to evaluate the impact of VR on student engagement and confidence in surgical placement, and to assess the use of VR technology in this context.

Approach

Orthopaedic surgeons, involved in the medical students' education, developed workshops adapted from similar sessions with surgical trainees. Workshops occurred prior to surgical placement. Students performed orthopaedic surgical procedures using VR under a surgeon's supervision.

Evaluation

Thirty-six students participated in a workshop, 34 (94%) completed a pre-workshop survey, 27 (75%) a post-workshop feedback, 19 (52%) provided post-placement feedback and 22 (61%) participated in a subsequent focus group. Quantitative and qualitative data were analysed. Following the VR workshop, students were more confident in integrating into the surgical environment and actively interacting and engaging with the surgical team. Students found the VR technology fun to use, enjoyed doing virtual ‘hands on’ surgery and were desensitised to the visual impact of real surgery. Challenges were a lack of tactile feedback, the procedures not being relevant to junior doctor level and the cost of the software. Having the opportunity to meet and engage with surgeons in a non-threatening environment was an important benefit.

Implications

VR is an engaging way to introduce students to surgery prior to clinical placement and give them more confidence when experiencing the operative room environment for the first time.

Background

People experiencing homelessness face significant health inequities, yet their voices remain largely absent from medical education. Partnering with community-based advocates enables the integration of lived experience and advocacy expertise into curriculum design and delivery.

This study aimed to develop and evaluate a medical education module on homeless health that embeds community-based advocacy and lived-experience expertise to advance cultural safety.

Approach

A homelessness health module was collaboratively developed by clinical teachers, researchers, educators and community advocates with lived and professional experience of homelessness. Guided by Kern's Six Steps of Curriculum Development, a targeted needs assessment was conducted through a focus group with community advocates. Insights informed six learning objectives and the design of interactive teaching sessions. The module was delivered to second-year graduate-entry medical students and evaluated using open-ended questionnaires exploring students' understanding of cultural safety and advocacy in homeless health.

Evaluation

Fifty-three students (33%) submitted open-ended questionnaires. Deductive content analysis confirmed alignment with themes identified during the needs assessment, with most students recognising life experiences (69%), demographic hardship (65%) and healthcare access barriers (69%) as central to homelessness. Inductive thematic analysis revealed additional themes related to survival priorities and medication adherence barriers.

Implications

Embedding community voices and patient perspectives shaped curriculum content, delivery and evaluation. Students developed compassion, reflexivity and a deeper awareness of inequities. This accessible, scalable model demonstrates how cultural safety can be embedded in inclusion health education.