A Qualitative Exploration of Simulation as a Tool for Learning in Physical Therapist Education

Background: Physical therapists must be able to practice in acute care environments, integrate complex information to ensure patient safety, and effectively adapt to the changing medical needs of patients. Simulation-based learning experiences (SBLEs) have been found to be useful teaching methods to prepare clinicians for high-risk acute care experiences. While research has examined the use of SBLE in physical therapist education, a clear focus has not been given to SBLE in the neurologic curriculum, where students must incorporate knowledge of critical care medical management with neurorehabilitation expertise. The purpose of this study was to understand how SBLE, within a neurorehabilitation curriculum, contributes to physical therapist students' learning. Methods: Using the reflective practitioner theory as a framework for inquiry, qualitative data were gathered from 2 focus groups and analyzed through conventional content analysis. Results: An analysis of transcripts yielded 3 major themes: (1) promotes advanced clinical performance through reflection; (2) promotes authenticity without high risk; and (3) highlights the value of teamwork. Participants conveyed that synthesis of neurologic management content material in conjunction with skill execution was uniquely able to promote higher order learning. Additionally, they underscored the importance of designing the activity to enhance learning rather than using it solely for assessment. Further, participants highlighted how collaboration during a simulation activity advances clinical performance and communication. Conclusion: Consideration should be given to designing specific neurorehabilitation scenarios that mimic real life, include interprofessional or group collaboration, and provide an opportunity for post-SBLE reflection.