Anning Naomi, Tehan Peta
Department of Vascular Surgery, Sunshine Coast University Hospital, Birtinya, Queensland, Australia.
School of Medicine and Public Health, University of Newcastle, Newcastle, New South Wales, Australia.
J Foot Ankle Res. 2024 Dec;17(4):e70020. doi: 10.1002/jfa2.70020.
In podiatry, there are a variety of clinical tasks that require precision and skill and it is expected that clinicians will obtain these skills during their training. Simulation is a dynamic teaching tool used in healthcare to enhance skill and knowledge acquisition. Currently, the extent and nature of the research on the use of simulation in podiatry teaching and learning are not clear.
A scoping review was conducted to identify the extent and nature of research activity on the use of simulation in podiatry teaching and learning and identify gaps in the existing literature.
Any research relating to simulation use in podiatry teaching including various designs and focusing on simulations aimed at improving podiatry teaching or learning were eligible for inclusion. A systematic search was conducted on February 14, 2024 of the following databases: Embase (via Embase.com), MEDLINE (via PubMed), CINAHL, and the Web of Science. Additional papers were identified via bibliographies of included studies. Content analysis of content relating to podiatry teaching and learning was performed and grouped into broad themes, then further narrowing to six themes.
A total of 21 research studies were deemed eligible for inclusion focusing on diverse aspects of podiatry simulation utilized in high-income countries exclusively. Conducted between 1997 and 2023, these studies were categorized into six key themes: skill improvement, communication and professionalism, clinical competencies and patient safety, educational enhancement, and anatomy and histology education. The simulations, carried out by or assessed for podiatry professionals, staff, or students, ranged from high-fidelity medical mannequins to low-fidelity simulations such as a grapefruit model of a diabetes-related foot ulcer.
Overall, the findings suggest that simulation teaching in podiatry, whether through direct skill enhancement or through educational impact assessments, holds potential in improving competency, confidence, and educational outcomes in podiatry practice. This scoping review identified a small yet diverse evidence base for simulation modalities in podiatry education, demonstrating gaps in long-term effects and comparative effectiveness studies. It highlights the urgent need for research focused on longitudinal impacts, evaluating various simulation technologies and standardizing best practices to improve podiatry education and align with clinical and patient care needs.
在足病学领域，有各种需要精准度和技能的临床任务，预计临床医生将在培训期间获得这些技能。模拟是医疗保健中用于提高技能和知识获取的动态教学工具。目前，关于模拟在足病学教学中的应用研究的范围和性质尚不清楚。
进行一项范围综述，以确定模拟在足病学教学中的研究活动的范围和性质，并找出现有文献中的空白。
任何与模拟在足病学教学中的应用相关的研究，包括各种设计以及专注于旨在改进足病学教学或学习的模拟，均符合纳入标准。于2024年2月14日对以下数据库进行了系统检索：Embase（通过Embase.com）、MEDLINE（通过PubMed）、CINAHL和科学网。通过纳入研究的参考文献确定了其他论文。对与足病学教学相关的内容进行了内容分析，并归纳为广泛的主题，然后进一步细化为六个主题。
共有21项研究被认为符合纳入标准，这些研究仅关注高收入国家足病学模拟的不同方面。这些研究在1997年至2023年期间进行，分为六个关键主题：技能提升、沟通与专业素养、临床能力与患者安全、教育增强以及解剖学和组织学教育。由足病学专业人员、工作人员或学生进行或评估的模拟，范围从高保真医疗模拟人到低保真模拟，如糖尿病相关足部溃疡的柚子模型。
总体而言，研究结果表明，足病学中的模拟教学，无论是通过直接提高技能还是通过教育影响评估，在提高足病学实践中的能力、信心和教育成果方面都具有潜力。这项范围综述确定了足病学教育中模拟方式的一个虽小但多样的证据基础，表明在长期效果和比较有效性研究方面存在空白。它强调迫切需要开展关注纵向影响的研究，评估各种模拟技术并规范最佳实践，以改善足病学教育并使其与临床和患者护理需求保持一致。
