Improving hands-off health care professionals using simulation: An intervention study

ABSTRACT

Little is known about the effectiveness of simulation in health professionals who are ‘hands-off’ practitioners such as, exercise physiologists. The aim of this study was to evaluate the effectiveness of using simulation, towards improving knowledge, confidence and experience in exercise physiology students. Fifty-two (M_age= 22 years) students participated in weekly learning activities involving role-play simulation of a client with a neurological health condition. Students completed a modified Participant Perception Indicator survey to evaluate knowledge, experience and confidence attributes and a Student Assessment of Learning Gains survey to evaluate the effectiveness of the class pedagogy. Students learning was assessed by written exams. Knowledge, experience and confidence all significantly improved after participation in simulation and client preparation and design and discussion of exercises contributed to learning. Simulation may be suitable in developing students self-reported knowledge, experience and confidence in working with neurological case for exercise physiologists.

Abbreviations: PPI: participant perception indicator; SALG: student assessment of learning gains

KEYWORDS:

• Simulation
• role-play
• education
• exercise physiology
• teaching methods
• health professional

Acknowledgments

The authors would like to acknowledge the support of the lecturer in charge of the subject, Dr Sean Tweedy for being supportive of the study. We would like to acknowledge fellow educator Dr Rebecca Deuble for her significant teaching contributions.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jemima G. Spathis

Jemima G. Spathis is a Lecturer in exercise science and exercise physiology, completing her PhD towards evidence-based classification in Paralympic in track and field events. She has a keen interest in improving students’ applied skills and knowledge through high quality and research informed pedagogy. She is involved in developing national practicum experiences, curriculum innovation and assessment pedagogies to promote student’s competency and skills towards working with clients.

John W. Mahoney

John W. Mahoney is a Lecturer in sport, exercise, and health psychology and has interests in the role professionals, such as educators, coaches, and clinicians, have on others’ development. In particular, he’s interested in the conditions that promote engagement, achievement, and well-being. John also has interests in learning and teaching in higher education, and has published articles on assessment and work integrated learning previously.

Ben W. Hoffman

Ben W. Hoffman is a Lecturer within the School of Health & Wellbeing at the University of Southern Queensland. Ben began his research career in biomechanics at The University of Queensland in 2006 that resulted in completing a PhD in 2015. Ben’s research interests include using ultrasonography to examine muscle and tendon mechanics during movement and in response to exercise-induced muscle damage. Ben also has a strong passion for teaching with over 10 years of university teaching experience including coordinating courses such as Biomechanics, Motor Control, Research Methods & Statistics and Biophysical Foundations.