AN EXPLORATION OF CLINICAL REASONING USING SIMULATION-BASED LEARNING IN PHYSICAL THERAPIST EDUCATION
Document Type
Dissertation
Date of Award
2024
Degree Name
Doctor of Philosophy (PhD)
Department
Health Science
First Advisor
Barbara E. Goodman
Abstract
BACKGROUND: Clinical reasoning instruction and assessment are vital tasks of health professions educators yet execution lacks standardization among programs in physical therapy education. This broad variability in how clinical reasoning is taught and assessed within physical therapy education makes understanding current state and improving implementation challenging. PURPOSE: The purpose of this study was to explore whether simulation-based learning is useful in facilitating the development of clinical reasoning skills in novice physical therapist students, to explore potential correlations and performance trends between two assessments measuring elements of clinical reasoning skills, and to explore the impact of thoughtfully designed simulation learning experiences on clinical performance among novice physical therapist student. METHODS: The first arm of this study used an experimental pre-test post-test design. All subjects completed the Health Sciences Reasoning Test (HSRT) and the Clinical Decision-Making (CDM) Tool prior to and immediately following an intervention period consisting of a series of simulation learning experiences completed by the experimental group. The second arm of this study used exploratory factor analysis, correlation, and t-tests to determine what relationships and similarities exist between the HSRT and the CDM Tool. The third arm of this study utilized an experimental post-test only design examining student clinical performance to explore the influence of simulation-based education on clinical performance among novice physical therapy students. RESULTS: There was no significant difference between the groups on assessment scores following participation in simulation experiences. During clinical performance, the experimental group received higher scores on key performance indicators when compared to the control group. The HSRT and CDM Tool both demonstrated positive and measurable change over time, but there was limited relationships between these assessment tools. LIMITATIONS: This study used a small sample of convenience leading to less reliability in results and limitations in generalizing results to more diverse student populations. CONCLUSIONS: While assessment scores did not detect differences between groups following participation in simulation learning, clinical performance of these students appeared positively impacted by their participation in simulation activities. Multimodal assessment of clinical reasoning skills and traits continues to be recommended due to the unique nature of assessment tools.
Subject Categories
Health Services Administration
Keywords
Clinical Decision-Making (CDM) Tool, clinical reasoning, Health Sciences Reasoning Test (HSRT), physical therapy, simulation learning
Number of Pages
175
Publisher
University of South Dakota
Recommended Citation
Steele, Susannah, "AN EXPLORATION OF CLINICAL REASONING USING SIMULATION-BASED LEARNING IN PHYSICAL THERAPIST EDUCATION" (2024). Dissertations and Theses. 279.
https://red.library.usd.edu/diss-thesis/279