Abstract
Purpose: Simulation-based learning (SBL) has been shown to help Doctor of Physical Therapy (DPT) students transfer academic skills to a range of clinical settings. However, the perceived beneficial and not beneficial elements of SBL have not been fully explored. While most research has focused on acute care settings, previously published findings demonstrated that an SBL course with outpatient-based scenarios can have a significant impact on the development of clinical decision-making (CDM) skills in DPT students; however, details on perceived successful elements were not explored. The purpose of this study was to explore what factors DPT students perceive as helpful and not helpful for the development of their CDM skills before and after an outpatient case based SBL course, as well as after their first clinical experience. Methods: A single-group repeated measures design was used with a survey administered to DPT students during pre-simulation, post-simulation, and after first clinical experience. The surveys included a self-efficacy of clinical and CDM skills tool as well as additional open-ended questions. To establish consensus on themes, qualitative analysis was undertaken using triangulated data. Results: 98 voluntary participants completed surveys. Pre-simulation, the three most beneficial themes for building CDM skills were simulation (31.1%), hands-on experience in the lab (19.7%), and practice with instructors in small groups (15.5%). Post-simulation, the three most beneficial themes for building CDM skills were simulation (41.8%), debriefing (25.4%), and gaining feedback (11.9%). After the first clinical experience, the three most beneficial themes for building CDM skills were practice in the clinic with real patients (44.1%), simulation (22.0%), and practicals (13.6%). Conclusions and recommendations: Results of our study identified factors of simulated learning perceived to be helpful for development of CDM skills and further support the integration of SBL into DPT education. Further investigation is required to determine the most helpful factors of SBL, particularly those linked to getting feedback and debriefing, that contribute to the development of CDM skills in DPT students.
Acknowledgements
The authors wish to graciously acknowledge Nova Southeastern University-Tampa Bay Regional Campus Doctor of Physical Therapy Program Professor and Director Dr. Kathleen J. Manella PT, PhD, for her contributions providing simulation-based learning course content.
Recommended Citation
Bizama F, Demers K, Alameri M, Campbell DF. Simulation Based Learning and Development of Clinical Decision-Making Skills, as perceived by DPT students, a Qualitative Analysis. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 14.
