California State University, Department of Physical Therapy, Sacramento, California, USA.
Hunter College, Department of Physical Therapy, New York, New York, USA.
Phys Ther. 2022 Dec 6;102(12). doi: 10.1093/ptj/pzac133.
The purposes of this study were to (1) describe and summarize the use of simulation-based education (SBE) with student physical therapists in the international literature and (2) describe the application and integration of standards of best practice (SOBP) for SBE reported in published physical therapy education research.
Ovid MEDLINE, CINAHL, Web of Science, and ERIC databases were searched. The search included any published study that involved the use of SBE with student physical therapists. Because this was a scoping review, only descriptive statistics were compiled; no methodological quality assessment was performed.
This scoping review revealed a significant increase in literature describing SBE with student physical therapists in the past 10 years. Simulation was used to address learning objectives across a variety of content areas and clinical settings. Communication skills were the most common objectives for simulation. Limited use of SOBP, published in 2016, was reported, and use of author-generated outcome measures without validation was common.
Although there has been an increase in literature reporting the use of SBE with student physical therapists across many practice areas and settings, many articles reported limited use and integration of published SOBP and frequently utilized outcome measures that had not been validated.
The findings show that limited use of validated outcome measures and SOBP constrain the capacity for reproducing studies, comparing findings among studies, and completing systematic reviews that could inform and optimize best practices for the use of SBE in physical therapist professional education. Further research on SBE in physical therapy would benefit from investigations that integrated and reported the use of SOBP for standardized patients, simulation design, and delivery and assessment of learning outcomes over time at multiple Kirkpatrick learning levels.
本研究旨在（1）描述并总结国际文献中基于模拟的教育（SBE）在学生物理治疗师中的使用情况，（2）描述在已发表的物理治疗教育研究中报告的 SBE 的最佳实践标准（SOBP）的应用和整合。
在 Ovid MEDLINE、CINAHL、Web of Science 和 ERIC 数据库中进行检索。检索包括任何涉及学生物理治疗师使用 SBE 的已发表研究。由于这是一个范围综述，仅编译了描述性统计数据，未进行方法学质量评估。
本范围综述揭示了过去 10 年中描述学生物理治疗师使用 SBE 的文献显著增加。模拟用于解决各种内容领域和临床环境中的学习目标。沟通技巧是模拟的最常见目标。仅有限地使用了 2016 年发布的 SOBP，并且经常使用未经验证的作者生成的结果测量方法。
尽管关于学生物理治疗师在许多实践领域和环境中使用 SBE 的文献有所增加，但许多文章报告 SOBP 的使用和整合有限，并且经常使用未经验证的结果测量方法。
研究结果表明，有限使用经过验证的结果测量方法和 SOBP 限制了复制研究、比较研究结果以及进行系统综述的能力，而这些研究可能会为物理治疗师专业教育中 SBE 的使用提供信息并优化最佳实践。在物理治疗中的 SBE 进一步研究将受益于对标准化患者、模拟设计以及随时间推移在多个 Kirkpatrick 学习水平上进行学习成果的传递和评估的 SOBP 的使用进行综合和报告的研究。
