Publication: Dijital tabanlı simülasyon eğitiminin fizyoterapi ve rehabilitasyon öğrencilerinde özyeterlik ve klinik akıl yürütme becerileri üzerine etkisi
Abstract
Amaç Bu çalışma, dijital simülasyon temelli eğitimin fizyoterapi ve rehabilitasyon öğrencilerinin klinik akıl yürütme becerileri ile özyeterlik düzeyleri üzerindeki etkisini değerlendirmeyi amaçladı Gereç ve Yöntem Araştırma, randomize kontrollü yarı deneysel ve basamaklı küme tasarımıyla yürütüldü Fizyoterapi ve rehabilitasyon lisans öğrencileri altı gruba ayrılarak, her grup farklı haftalarda dijital simülasyon eğitimine alındı Veri toplama aracı olarak Klinik Akıl Yürütme Değerlendirme Aracı, Fizyoterapist Özyeterlik Anketi, Simülasyon Tasarım Ölçeği ve Öğrenmede Öğrenci Memnuniyeti ve Özgüven Ölçeği kullanıldı Veriler Ki Kare Testi, Kruskal-Wallis testi, Sıralı Karma Etkili Lojistik Regresyon Analizi ve Doğrusal Karma Etkili Model ile analiz edildi Anlamlılık düzeyi p<0,05 olarak belirlendi Bulgular Eğitim rencilerin klinik akıl yürütme becerilerini (p<0,05) ve özyeterliklerini (p<0,001) anlamlı biçimde geliştirdi Simülasyon içeriği hedefler ve bilgi (20,9225 puan), destek (16,0220 puan), problem çözme (20,8225 puan), geri bildirim ve rehberli yansıma (17,2420 puan) ile gerçekçilik (8,9010 puan) açısından yüksek puan aldı Öğrencilerin eğitim sürecine yönelik memnuniyet (20,9225 puan) ve özgüven (28,6235 puan) düzeyleri de yüksekti Ancak eğitime maruz kalma süresinin (dozaj) bu kazanımlar üzerinde istatistiksel etkisi bulunmadı (p>0,05) Sonuç Dijital simülasyon eğitimi, fizyoterapi öğrencilerinin klinik akıl yürütme ve özyeterlik becerilerini geliştirmede etkili bir yöntem olarak öne çıkmaktadır Simülasyon senaryoları, öğrencilerin teorik bilgilerini uygulamaya dökme ve karar verme süreçlerini deneyimleme imkânı sunmuştur Dijital simülasyon eğitim süreci, öğrenciler tarafından olumlu değerlendirilmiştir Ancak dijital eğitim dozajının öğrenme çıktıları üzerinde bir katkısı bulunmamıştır
Objective This study aimed to evaluate the effect of digital simulation-based training on clinical reasoning skills and self-efficacy levels of physiotherapy and rehabilitation students Materials and Methods The study was conducted using a randomized controlled quasi-experimental design with a stepped-wedge cluster approach Undergraduate physiotherapy and rehabilitation students were divided into six groups, each receiving digital simulation training in different weeks Data were collected using the Clinical Reasoning Assessment Tool, the Physiotherapist Self-Efficacy Questionnaire, the Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale Data were analyzed using Chi-square test, Kruskal-Wallis test, Ordinal Mixed-Effects Logistic Regression Analysis, and Linear Mixed-Effects Model The significance level was set at p<005 Results The training program significantly improved students' clinical reasoning skills (p<005) and self-efficacy levels (p<0001) The simulation content was highly rated in terms of objectives and information (209225), support (160220), problem-solving (208225), feedback and guided reflection (172420), and realism (89010) Students also reported high levels of satisfaction (209225) and self-confidence (286235) regarding the training process However, the duration (dose) of exposure to digital simulation had no statistically significant effect on these outcomes (p>005) Conclusion Digital simulation training appears to be an effective method for enhancing clinical reasoning and self-efficacy in physiotherapy students Simulation scenarios provided opportunities to apply theoretical knowledge and engage in decision-making processes The digital simulation experience was positively evaluated by students However, the duration of exposure did not contribute significantly to learning outcomes
Objective This study aimed to evaluate the effect of digital simulation-based training on clinical reasoning skills and self-efficacy levels of physiotherapy and rehabilitation students Materials and Methods The study was conducted using a randomized controlled quasi-experimental design with a stepped-wedge cluster approach Undergraduate physiotherapy and rehabilitation students were divided into six groups, each receiving digital simulation training in different weeks Data were collected using the Clinical Reasoning Assessment Tool, the Physiotherapist Self-Efficacy Questionnaire, the Simulation Design Scale, and the Student Satisfaction and Self-Confidence in Learning Scale Data were analyzed using Chi-square test, Kruskal-Wallis test, Ordinal Mixed-Effects Logistic Regression Analysis, and Linear Mixed-Effects Model The significance level was set at p<005 Results The training program significantly improved students' clinical reasoning skills (p<005) and self-efficacy levels (p<0001) The simulation content was highly rated in terms of objectives and information (209225), support (160220), problem-solving (208225), feedback and guided reflection (172420), and realism (89010) Students also reported high levels of satisfaction (209225) and self-confidence (286235) regarding the training process However, the duration (dose) of exposure to digital simulation had no statistically significant effect on these outcomes (p>005) Conclusion Digital simulation training appears to be an effective method for enhancing clinical reasoning and self-efficacy in physiotherapy students Simulation scenarios provided opportunities to apply theoretical knowledge and engage in decision-making processes The digital simulation experience was positively evaluated by students However, the duration of exposure did not contribute significantly to learning outcomes