A21 The use of simulated learning in prequalifying physiotherapy education: a scoping review
Bibliographic record
Abstract
Background and aim: Simulation-based learning is an increasingly popular pedagogical approach. In some areas of physiotherapy, it is better been documented, for example, cardiorespiratory physiotherapy [1]. However, its use in other physiotherapy-related settings is less clear. Therefore, the aim of this project was to review the literature on simulation-based learning in prequalifying physiotherapy education, in order to explore where studies have taken place, which physiotherapy settings it is used in and indication of its effectiveness in teaching. Methods: This study was carried out based on the scoping review methodology outlined by Arksey and O’Malley [2]. The following databases were searched: AMED, BNI, CINAHL, Embase, Emcare, HMIC, Medline and PsychInfo, using specific search terms, to find studies involving the use of simulation in a prequalifying physiotherapy setting. Returned papers were screened using inclusion and exclusion criteria by two reviewers. The database search results were recorded and managed using Rayyan™ [3]. Results: The database search retrieved 280 papers. Following the removal of duplicates, screening titles and abstracts and then screening full-text papers, 39 papers were included. The included studies were conducted in USA (n = 23), Australia (n = 10), Canada (n = 1), Finland (n = 1), Germany (1), Spain (1), Taiwan (1), UK (1). Simulation-based learning activities took place in a variety of physiotherapy settings. Most took place in an acute care or cardiorespiratory setting. There was a high level of variation in the reporting of the described simulation activity. This made it difficult to establish whether simulations were of high or low fidelity. Where reporting was well described, simulation activities tended to follow a framework of pre-brief, simulation and then debriefing. The majority of studies reported some measure of the effectiveness or feasibility of simulation-based learning. Conclusion: This scoping review identified a growing body of evidence supporting simulation-based learning in prequalifying physiotherapy education. However, to date, its use in pedagogical research has tended to focus on the cardiorespiratory setting, and it has often been researched as a tool to explore or enhance interprofessional collaboration. Whilst both of these areas are of value to the profession, there is scope to explore the use of simulation-based learning in settings such as musculoskeletal teaching. Further work on its use and value in the teaching of discrete complex tasks, in addition to collaborative practice, such as team working, de-escalation and communication is also needed. Ethics statement: Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".