School of Health Sciences, University of Southampton, Southampton, United Kingdom.
Faculty of Medicine and Health, University of Sydney, Sydney, Australia.
BMC Med Educ. 2023 Mar 15;23(1):161. doi: 10.1186/s12909-023-04086-7.
With increasing pressure on placement capacity for allied health students, a need for novel and creative means through which students can develop foundational skills and prepare for practice-based learning opportunities has arisen. This study aimed to explore the experiences of domestic and international first-year students completing pre-clinical preparation programs, contrasting between in-person simulation and online options to contribute to best practice evidence for program design and delivery.
First-year students from physiotherapy, podiatry and occupational therapy self-selected to either a one-weeklong in-person simulation program or an online preparation for placement program. An integrative mixed-methods approach was employed. Qualitative findings from student focus groups were analyzed by reflexive thematic analysis and complemented by quantitative pre-post questionnaires which were examined for patterns of findings.
There were 53 student participants in the study (simulation n = 29; online n = 24). Self-selecting, international students disproportionately opted for the simulation program while older students disproportionately selected the online program. Students appeared to benefit more from the simulation program than the online program, with alignment of focus group findings to the quantitative questionnaire data. The in-person simulation allowed students to apply their learning and practice patient communication. All simulation students reported asubsequent increase in confidence, although this seemed particularly marked for the international students. By contrast, the online program was most effective at developing students' clinical reasoning and proficiency with documentation. Both programs faced minor challenges to student perceived relevance and skill development.
Both online and in-person simulation preparation programs were perceived to enhance readiness and foundational skills development for novice allied health students, with the practical nature of simulation generating more advantageous findings. This study provides useful information on the benefits and challenges of both types of delivery for foundational skills development and/or clinical preparation of allied health students.
随着对辅助医疗学生安置能力的压力不断增加，需要寻找新的和创造性的方法，使学生能够发展基础技能，并为实践学习机会做好准备。本研究旨在探讨完成临床前准备课程的国内和国际一年级学生的经验，对比面对面模拟和在线选择，为课程设计和交付提供最佳实践证据。
来自物理治疗、足病学和职业治疗的一年级学生自行选择参加为期一周的面对面模拟课程或在线安置准备课程。采用综合混合方法。学生焦点小组的定性发现通过反思性主题分析进行分析，并辅以定量的前后问卷调查，以检查发现模式。
研究共有 53 名学生参加（模拟组 n=29；在线组 n=24）。选择自我，国际学生不成比例地选择了模拟课程，而年龄较大的学生则不成比例地选择了在线课程。学生似乎从模拟课程中受益多于在线课程，焦点小组的发现与定量问卷数据一致。面对面模拟使学生能够应用他们的学习和实践患者沟通。所有模拟学生报告说，他们的信心有所增强，尽管这似乎对国际学生来说更为明显。相比之下，在线课程最有效地培养了学生的临床推理和文档处理能力。这两个课程都面临着学生感知相关性和技能发展方面的小挑战。
面对面模拟和在线准备课程都被认为提高了新手辅助医疗学生的准备和基础技能发展，模拟的实践性产生了更有利的发现。本研究为基础技能发展和/或辅助医疗学生的临床准备提供了关于这两种交付类型的益处和挑战的有用信息。
