Simulation can offer a sustainable contribution to clinical education in osteopathy.
Directed observer
Osteopathic medicine
Simulated learning
Journal
Chiropractic & manual therapies
ISSN: 2045-709X
Titre abrégé: Chiropr Man Therap
Pays: England
ID NLM: 101551481
Informations de publication
Date de publication:
2019
2019
Historique:
received:
03
02
2019
accepted:
25
04
2019
entrez:
20
7
2019
pubmed:
20
7
2019
medline:
13
2
2020
Statut:
epublish
Résumé
Clinical education forms a substantial component of health professional education. Increased cohorts in Australian osteopathic education have led to consideration of alternatives to traditional placements to ensure adequate clinical exposure and learning opportunities. Simulated learning offers a new avenue for sustainable clinical education. The aim of the study was to explore whether directed observation of simulated scenarios, as part replacement of clinical hours, could provide an equivalent learning experience as measured by performance in an objective structured clinical examination (OSCE). The year 3 osteopathy cohort were invited to participate in replacement of 50% of their clinical placement hours with online facilitated, video-based simulation exercises (intervention). Competency was assessed by an OSCE at the end of the teaching period. Inferential statistics were used to explore any differences between the control and intervention groups as a post-test control design. The funding model allowed ten learners to participate in the intervention, with sixty-six in the control group. Only one OSCE item was significantly different between groups, that being technique selection ( The current study provides support for further investigation into part replacement of clinical placements with directed observation of simulated scenarios in osteopathy.
Sections du résumé
Background
Clinical education forms a substantial component of health professional education. Increased cohorts in Australian osteopathic education have led to consideration of alternatives to traditional placements to ensure adequate clinical exposure and learning opportunities. Simulated learning offers a new avenue for sustainable clinical education. The aim of the study was to explore whether directed observation of simulated scenarios, as part replacement of clinical hours, could provide an equivalent learning experience as measured by performance in an objective structured clinical examination (OSCE).
Methods
The year 3 osteopathy cohort were invited to participate in replacement of 50% of their clinical placement hours with online facilitated, video-based simulation exercises (intervention). Competency was assessed by an OSCE at the end of the teaching period. Inferential statistics were used to explore any differences between the control and intervention groups as a post-test control design.
Results
The funding model allowed ten learners to participate in the intervention, with sixty-six in the control group. Only one OSCE item was significantly different between groups, that being technique selection (
Conclusions
The current study provides support for further investigation into part replacement of clinical placements with directed observation of simulated scenarios in osteopathy.
Identifiants
pubmed: 31321028
doi: 10.1186/s12998-019-0252-0
pii: 252
pmc: PMC6617571
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
38Déclaration de conflit d'intérêts
Competing interestsThe authors declare that they have no competing interests.
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