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N.D. Bohórquez Martínez1, J.D. Otálora Pineda2
1Corporación Universitaria Iberoamericana, Bogotá D.C., Colombia, 2Corporación Universitaria Iberoamericana, Bogotá D.C, Colombia
Background: Understanding that clinical simulation (CS) is a teaching-learning strategy in physiotherapy which has taken on great relevance in recent years for health professions, it is important to know its articulation with the curriculum of the programs, but, In addition, if this is according to the needs of the students and how they can appropriate it to achieve the purposes of developing both praxiological and axiological, cognitive and communicative competencies.
In the context of the Physiotherapy program of the university in which the study were carried out, it was considered essential to know the opinion of students as actors in the teaching-learning process, in the insertion of innovative pedagogical tools that favor meaningful learning.
In the context of the Physiotherapy program of the university in which the study were carried out, it was considered essential to know the opinion of students as actors in the teaching-learning process, in the insertion of innovative pedagogical tools that favor meaningful learning.
Purpose: To analyze the pertinence of Clinical Simulation as a teaching-learning strategy in a theoretical-practical course of the physiotherapy program of a Colombian university.
Methods:
The research was developed under a qualitative approach and action-research design, with a non-probabilistic sample of 102 participants belonging to two different groups of students who were taking the same theoretical-practical subject. Two high-fidelity CS scenarios were designed with a standardized patient, based on international standards; one focused on neurological deficiencies secondary to complete spinal cord injury (subacute phase) and the other on cardiovascular deficiencies secondary to ischemic coronary disease in second phase of cardiac rehabilitation. Its design was approved by expert opinion, being applied, and collecting data using observation instruments, previously designed field annotations, giving guidance for debriefing, as well as audiovisual aids (Video recording).
Data analysis were carried out according to three fundamental categories: CS as a pedagogical strategy, perception of the simulated experience and perception about the professor.Results: According to the findings, the students declared that the CS strategy is relevant since it contributes to their professional training, is related to the course content and allows the development of competencies proposed in the microcurriculum, finding that the 75% of the participants fully agreed, followed by the 27.6% who stated that they partially agreed and the 1.33% were impartial. Regarding the lived experience, 74% of the students stated that they fully agreed that it was a positive experience that allowed them to perceive their roles as physiotherapists in the healthcare field; 23% qualified it as partially in agreement and 1% were neutral, in both scenarios.
Finally, the professor's methodology and the facilitation in the report were perceived positively by the 98.1% and the 0.4% disagreed.
Finally, the professor's methodology and the facilitation in the report were perceived positively by the 98.1% and the 0.4% disagreed.
Conclusion(s): Physiotherapy students consider that the CS strategy is relevant to be applied in the theoretical-practical course that prepares them for their highly complex clinical practice which is going to be developed in the semester after completing this course.
The synchrony of students with this strategy may be related to experiential learning and the reflection on what has been done.
The synchrony of students with this strategy may be related to experiential learning and the reflection on what has been done.
Implications: This research helps strengthen learning teaching processes in future physiotherapists.
To depart from the experience of the students, the motivation and appropriation of the knowledge is maintained; so clinical simulation will continue to be applied in another courses, until curricular insertion is achieved.
To depart from the experience of the students, the motivation and appropriation of the knowledge is maintained; so clinical simulation will continue to be applied in another courses, until curricular insertion is achieved.
Funding, acknowledgements: Corporación Universitaria Iberoamericana
Keywords: Clinical Simulation, Physiotherapy education, Teaching-learning strategies in Health
Topic: Education: methods of teaching & learning
Did this work require ethics approval? Yes
Institution: Corporación Universitaria Iberoamericana
Committee: Institutional Ethics Committee University Corporation Iberoamericana
Ethics number: 201910D057
All authors, affiliations and abstracts have been published as submitted.
