Knowledge, Attitude, and Practices Regarding Use of Simulation-Based Learning (SBL) Among Indian Physiotherapy Teachers.

BACKGROUND

Simulation-based learning (SBL) can complement current Indian Physiotherapy clinical education in a multitude of ways. As a first step towards integrating SBL into clinical education, it would be valuable to investigate Physiotherapy teachers' perspectives on the modality.

AIM

The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.

METHODS

Physiotherapy teachers' knowledge, attitude, and practice regarding SBL were evaluated via a pretested structured questionnaire. Descriptive statistics analyzed knowledge and practice domains, while Likert scores assessed attitudes. The chi-square test was used to analyze the relation between favorability and demographic aspects, knowledge, and practice domains. Using the statistical significance at  = 0.05.

RESULTS

Out of the total 171 participants recruited, 151 (88.30%) were aware of simulation, leading to further questioning for knowledge, practice, and attitude. Among these 151 participants, 41.8% reported lacking a simulation facility in their institution, while 29.10% had used simulation in their academic practice. 29.14% of participants showed highly favorable and 70.86% showed moderately favorable attitudes towards SBL. No significant relation was observed between attitude and demographic variables like age, designation, gender, and university type ( > 0.05).

CONCLUSIONS

A majority of participants from various Indian Physiotherapy educational institutes were aware of the use of SBL in Physiotherapy education, but there was a lack of practical implementation. The study revealed the Physiotherapy academia's positive attitude towards incorporating simulation-based learning (SBL) in physiotherapy education, despite challenges in implementing SBL.