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Effects of pre-course simulation on second year PT students self-confidence and self-assessment
Hessman, Olivia Kalscheur, Madeline Wewer, Reece Yabut, Christain
Hessman, Olivia
Kalscheur, Madeline
Wewer, Reece
Yabut, Christain
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Hessman_2025.pdf
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2025-04-11
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Hessman, O., Kalscheur, M., Wewer, R., & Yabut, C. 2025. Effects of pre-course simulation on second year PT students self-confidence and self-assessment. -- In Proceedings: 21st Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
INTRODUCTION: Simulation-based learning has become an integral component of physical therapy (PT) education, offering students the opportunity to practice clinical skills in a safe environment. Literature supports the idea that simulation experiences, if well designed, can significantly boost PT students’ self-confidence. In addition, simulation-based education (SBE) has demonstrated a significant positive effect on student self-efficacy across clinical scenarios. Adding self-assessment into simulation experiences may enhance PT students’ competence and promote improved self-directed learning.
PURPOSE: The purpose of our study is to examine the impact of pre-course simulations on second-year PT students' self-confidence and self-assessment in treating neurological patients in the simulation environment. We will explore the themes identified in their self-perceived strengths and weaknesses, and the impact on learning the course content at improving self-confidence on the midterm simulation. The findings of this study will demonstrate the benefits of pre-course simulation reflection for areas of focus for learning and their confidence during the mid-term simulation.
METHODS: The group used for this mixed method study included 34 second-year PT students enrolled in Neuromuscular Interventions II. The students were randomly assigned to four neurological case simulations: spinal cord injury (SCI), cerebrovascular accident (CVA), traumatic brain injury (TBI), and vestibular. All students completed the Student Satisfaction and Self-Confidence in Learning Survey (SSCL) with a section for their self-perceived strengths and weaknesses. For five weeks following the simulations, students completed didactic work on spinal cord injuries and repeated the simulations. Quantitative data was collected from comparing the students who played the role of the PT in the pre-course SCI simulation with students who observed. A grounded theory approach with predetermined codes was used to identify themes in the data collected of the self-perceived strengths and weaknesses. A model of the process of improving self-confidence and learning outcomes was developed.
RESULTS: Our study found that over 80 percent of our participants improved from their pre to post scores in self-satisfaction and self-confidence on the SSCL. Qualitatively the survey revealed themes related to communication, clinical decision making, patient management, and safety. On a scale of 0-5, most students ranked pre-course simulations 4-5 as helping them focus better on learning course content and performing a summative simulation.
CONCLUSION: Pre-course simulations positively impact learning and performance. These simulations enhance self-confidence and self-awareness by allowing students to identify their strengths and weaknesses prior to learning course content. While pre-course simulations are not well established in SBE, they may serve as a valuable tool to improve self-directed learning and clinical competence. We found that reflection on simulation strengths and weaknesses prior to 5-weeks of course content increased the student’s capacity. Additionally, we found that students’ Clinical Decision Making significantly decreased as a weakness and increased as a strength from pre to post. Contrarily, Patient Management skills significantly increased as a weakness from pre to post course content. We suspect this is due to an increase in self-awareness of weaknesses and understanding of potential complications with SCI patients as learned through the course content.
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Description
Presented to the 21st Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 11, 2025.
Research completed in the Department of Physical Therapy, College of Health Professions.
Research completed in the Department of Physical Therapy, College of Health Professions.
Publisher
Wichita State University
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GRASP
v. 21
v. 21