The Impact of Simulation Based Experiences on Clinical Education: Physical Therapist Student Perspective

Abstract

Purpose: Simulation based experiences (SBE) have been described as a means of preparing physical therapist students for clinical practice. The literature, however, largely represents student perceptions while still in the academic setting. The aim of this study was to explore student perceptions of how SBE threaded throughout the Doctor of Physical Therapy (DPT) program impacted subsequent clinical education experiences.

Method: Purposeful sampling was used to recruit eleven participants who had completed coursework, three clinical education affiliations, and earned DPT degrees. Two semi-structured focus group interviews were conducted and transcribed by the authors. Data analysis was performed using inductive conventional content analysis.

Results: Participants reported that roles, procedures, interactions, and predictability in SBE impacted preparedness for clinical education. Findings support previous literature that debriefing fosters development of communication and self-reflection, and that self-efficacy for patient care is promoted through SBE.

Conclusions: SBE requires variability and complexity to adequately prepare DPT students for clinical education experiences. Further research on the impact of learner roles within the simulation on preparedness is recommended.