At Medunsa, an institution for higher education of healthcare professionals, each profession’s teaching occurs independently. Newly graduated healthcare workers should appreciate the importance of teamwork and each profession’s unique role in a multi-disciplinary team. However, the effectiveness as a stand-alone assessment tool requires further research.
#PANZARELLA PHYSICAL THERAPY PROFESSIONAL#
Simulation has now been embedded across a range of health professional education and it appears that simulation-based assessments can be used effectively. Limitations of the research papers included small participant numbers, poor methodological quality, and predominance of studies from medicine, which preclude any definite conclusions. The findings indicated that simulation was more robust when used as an assessment in combination with other assessment tools and when more than one simulation scenario was used. Twenty-one articles were included in the final review. Simulation techniques using human patient simulators, standardized patients, task trainers, and virtual reality were included.Ī total of 1,064 articles were identified using search criteria, and 67 full-text articles were screened for eligibility. The McMasters Critical Review for quantitative studies was used to determine methodological value on all full-text reviewed articles. Therefore, the aim of this systematic review was to examine simulation as an assessment tool of technical skills across health professional education.Ī systematic review of Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), Medical Literature Analysis and Retrieval System Online (Medline), and Web of Science databases was used to identify research studies published in English between 20 reporting on measures of validity, reliability, or feasibility of simulation as an assessment tool. However, there is a lack of evidence about the effectiveness of using simulation for the assessment of competency. While simulation has predominantly been used to train health professionals and students for a variety of clinically related situations, there is an increasing trend to use simulation as an assessment tool, especially for the development of technical-based skills required during clinical practice. The unique integration questions of the ISPE were judged to have good content validity from experts and students, suggestive that integration, a most crucial element of clinical competence, while done in the mind of the student, can be practiced, learned and assessed.The use of simulation in health professional education has increased rapidly over the past 2 decades. Criterion or predictive validity could be further studied by comparing students' performances on the ISPE with other independent estimates of students' competence. Future studies should examine the effect of rater training upon the reliability. Construct validity was obtained from the survey results analyzed from the experts and students. Content validity was gathered in the process of developing cases and patient scenarios that were used in this study. Students' self-assessments were most closely aligned with the investigator. The SPs scored students higher than the other raters. For the entire scale both cases had a significant correlation between the Expert-Investigator pair of raters, for the CVA case r =. Acceptable reliability was demonstrated via inter-rater agreement as well as inter-rater correlations on items that used a dichotomous scale, whereas the items requiring the use of the 4-point rubric were somewhat less reliable. Written feedback was obtained from all participants in the study.
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The SPs scored each student on an overall encounter rubric. Each case was scored by an expert evaluator in the exam room and then by one investigator and the students themselves via videotape.
Cases were portrayed by standardized patients (SPs) in a simulated clinical setting. Thirty-four DPT students performed two ISPE cases, one of a patient who sustained a stroke and the other a patient with a herniated lumbar disc. This research project analyzed a new performance assessment tool, the Integrated Standardized Patient Examination (ISPE), for assessing clinical competency: specifically, to assess Doctor of Physical Therapy (DPT) students' clinical competence as the ability to integrate basic science knowledge with clinical communication skills. To test the success of integrated curricula in schools of health sciences, meaningful measurements of student performance are required to assess clinical competency.
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