Karthik Shreevidya, Thakur Anuprita, Balasubramanian Karthik
School of Physiotherapy, D Y Patil Deemed to Be University, Navi Mumbai, India.
YMT Dental College, Dr. G. D. Pol Foundation, Kharghar, Navi Mumbai, India.
Med Sci Educ. 2024 Nov 12;35(2):731-740. doi: 10.1007/s40670-024-02222-6. eCollection 2025 Apr.
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.
The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.
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.
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).
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.
基于模拟的学习（SBL）可以通过多种方式补充当前印度物理治疗临床教育。作为将SBL融入临床教育的第一步，调查物理治疗教师对这种教学模式的看法将很有价值。
本研究旨在评估印度物理治疗教师对SBL的知识、态度和实践情况。
通过预先测试的结构化问卷评估物理治疗教师对SBL的知识、态度和实践情况。描述性统计分析知识和实践领域，而李克特评分评估态度。卡方检验用于分析支持度与人口统计学方面、知识和实践领域之间的关系。使用显著性水平α = 0.05。
在总共招募的171名参与者中，151名（88.30%）了解模拟，因此对他们的知识、实践和态度进行了进一步询问。在这151名参与者中，41.8%报告其所在机构缺乏模拟设施，而29.10%在其学术实践中使用过模拟。29.14%的参与者对SBL表现出高度支持，70.86%表现出中度支持态度。在态度与年龄、职称、性别和大学类型等人口统计学变量之间未观察到显著关系（P > 0.05）。
来自印度各物理治疗教育机构的大多数参与者了解SBL在物理治疗教育中的应用，但缺乏实际实施。该研究表明，尽管在实施SBL方面存在挑战，但物理治疗学术界对将基于模拟的学习（SBL）纳入物理治疗教育持积极态度。
