Using simulation pedagogy to teach clinical education skills: A randomized trial

ABSTRACT

Introduction: Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators’ self-efficacy in student supervision skills. Methods: A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Results: Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students’ individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). Conclusions: This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators’ self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators’ teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.

KEYWORDS:

• Education
• pilot
• randomized controlled trial
• self-efficacy
• simulation
• teaching methods

Acknowledgments

The authors would like to acknowledge Mrs. Christine Polmear and the Western Health Simulation Centre staff for their assistance in running the simulation workshops.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the writing and content of the article.

Funding

The study received financial support from the Pat Cosh Trust.

Supplemental Material

Supplemental files for this article can be found online at the publisher’s website.

Additional information

Funding

The study received financial support from the Pat Cosh Trust.